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出版社:外語教研
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ISBN:9787513564489
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作者:劉興華
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頁數:228
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出版日期:2015-07-01
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印刷日期:2015-07-01
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包裝:平裝
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開本:16開
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版次:1
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印次:1
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劉興華著的《英漢語篇跨文化修辭研究》借鋻書 面語篇分析、繫統功能語言學和而語習得最新理論進 展,從多角度、多緯度展示中國英語學習者的英語寫 作特征,為英漢語篇跨文化修辭研究提供了一個生態 解釋。20世紀下半葉,西方修辭學一個重要的研究領 域是對比修辭學。美國的羅伯特·卡普蘭在1966年發 表了論文《跨文化教育的文化思維模式》,這一論文 開創了對比修辭學研究。從那時開始,這一領域的研 究已對英語作為二語或外國語的寫作教學產生了重要 的影響。
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List of Tables List of Figures Chapter I Intercultural Rhetoric Revisited 1.1 Introduction 1.2 The relationship between L 1 and L2 writing 1.3 Theoretical conceptualization of intercultural rhetoric 1.4 Development and challenges of intercultural rhetoric research 1.5 Summary Chapter 2 A Multidimensional and Ecological Approach to Intercultural Rhetoric Studies 2. 1 Introduction 2.2 Research focus 2.3 Research methods 2.4 Explanatory factors 2.5 Summary Chapter 3 Situating Intercultural Rhetoric Research Within Systemic Functional Linguistics 3. l Introduction 3.2 Tri-stratal model of language 3.3 Metafunctions of language 3.4 Genre schools 3.5 SFL genre studies 3.6 Arguing genre from an SFL perspective 3.7 APPRAISAL theory 3.7.1 ATTITUDE system 3.7.2 ENGAGEMENT system 3.7.3 GRADUATION 3.8 Summary Chapter 4 Contrasting English-Chinese Written Discourse: A Case Study 4.1 Introduction 4.2 Qi-Cheng-Zhuan-He rhetorical structure 4.3 Ba Gu Wen (eight-legged essay) 4.4 Inductiveness (indirectness) vs. deductiveness (directness) 4.5 Critical stance and personal voice 4.6 Research gaps in English-Chinese contrastive studies 4.7 Methodology 4.7.1 Preparation of research tools 4.7.2 Piloting of research tools 4.7.3 The formal investigation 4.7.4 Chinese English-majors' English (CEE) and Chinese writing 4.7.5 Good Chinese writing (CC) 4.7.6 Good English writing (EE) 4.7.7 Examination of Chinese and English writing manuals 4.7.8 Structure analysis of students' texts 4.7.9 Identification of thesis statement and topic sentences 4.7.10 Placement of thesis statement and topic sentences 4.7.11 Topic sentence/paragraph ratio (T/P value) 4.7.12 Identification of introduction and conclusion paragraphs 4.7.13 Schematic analysis 4.1.14 Identication of Qi-Cheng-Zhuan-He rhetorical structure 4.7.15 Analyzing Engagement resources 4.7.16 Validity and reliability of Appraisal coding 4.7.17 Parsing Chinese lexical items for CEC and CC 4.7.18 Multidimensional view of comparisons 4.8 Summary Chapter 5 Structural Analysis 5.1 Introduction 5.2 Thesis statement 5.2.1 Comparison of native-speakers' writing: EE and CC 5.2.2 A cross-cultural comparison between EE and CEE 5.2.3 A within-language comparison between CC and CEC 5.2.4 A within-subject comparison between CEE and CEC 5.3 Topic sentences 5.3. ! Comparison of native speakers' writing: EE and CC 5.3.2 A cross-cultural comparison between EE and CEE 5.3.3 A within-language comparison between CC and CEC 5.3.4 A within-subject comparison between CEE and CEC 5.4 Methods of writing an introduction 5.4.1 Comparison of native-speakers' writing: EE and CC 5.4.2 A cross-cultural comparison between EE and CEE 5.4.3 A within-language comparison between CC and CEC 5.4.4 A within-subject comparison between CEE and CEC 5.5 Methods of writing a conclusion 5.5.1 Comparison of native-speakers' writing:EE and CC 5.5.2 A cross-cultural comparison between EE and CEE 5.5.3 A within-language comparison between CC and CEC 5.5.4 A within-subject comparison between CEE and CEC 5.6 Qi-Cheng-Zhuan-He rhetorical structure 5.6.1 Qi-Cheng-Zhuan-He rhetorical structure in EE 5.6.2 Qi-Cheng-Zhuan-He rhetorical structure in CC 5.6.3 Qi-Cheng-Zhuan-He rhetorical structure in CEE 5.6.4 Qi-Cheng-Zhuan-He rhetorical structure in CEC 5.7 Summary Chapter 6 Engagement Analysis 6.1 Introduction 6.2 Comparison of native-speakers' writing: EE and CC 6.2.1 Monogloss and Heterogloss 6.2.2 Heterogloss subcategories 6.3 A cross-cultural comparison between EE and CEE 6.3.1 Monogloss and Heterogloss 6.3.2 Heterogloss subcategories 6.4 A within-language comparison between CC and CEC 6.4.1 Monogloss and Heterogloss 6.4.2 Heterogloss subcategories 6.5 A within-subject comparison between CEE and CEC 6.5.1 Monogloss and Heterogloss 6.5.2 Heterogloss subcategories 6.6 Summary Chapter 7 Conclusion 7.1 Introduction 7.2 The study revisited 7.3 Summary of results 7.3.1 Structural analysis 7.3.2 Engagement analysis 7.4 Theoretical implication: Towards a multi-dimensional and ecological view of contrastive rhetoric 7.5 Pedagogical implications: A two-stage genre-based writing pedagogy 7.6 Evaluation of the research 7.6.1 Contributions of the study 7.6.2 Limitations of the study 7.7 Suggestions for future research References Appendices Appendix A Potential Topics Appendix B Writing Instructions Appendix C Discourse-based Interview Questions (Writing Process Questionnaire Questions) Appendix D English Writing Experience Questionnaire for CEE (English Version) Appendix E Chinese Writing Experience Questionnaire for CEC and C Appendix F English Writing Experience Questionnaire for EE Appendix G TEM4 Writing Rating Rubric for CEE (NACFLT, 2004) Appendix H CC Rating Rubric
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