熊淑慧

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英語(yǔ)學(xué)術(shù)論文寫(xiě)作及構(gòu)建寫(xiě)作過(guò)程模型

熊淑慧

(上海理工大學(xué)外語(yǔ)學(xué)院，上海 200093)

英語(yǔ)學(xué)術(shù)論文寫(xiě)作是英語(yǔ)學(xué)習(xí)者學(xué)習(xí)英語(yǔ)的高級(jí)階段，為以后用英語(yǔ)進(jìn)行學(xué)術(shù)研究做準(zhǔn)備。在以往的寫(xiě)作研究中，英語(yǔ)學(xué)術(shù)論文寫(xiě)作過(guò)多地關(guān)注機(jī)械的技能和語(yǔ)言特點(diǎn)，寫(xiě)作模型大多是描述非學(xué)術(shù)論文的寫(xiě)作過(guò)程。但英語(yǔ)學(xué)術(shù)論文寫(xiě)作能力不僅需要語(yǔ)言層面的技能，還應(yīng)包括以下三部分：學(xué)術(shù)語(yǔ)言、學(xué)術(shù)論文的語(yǔ)篇及科學(xué)思維。在探討學(xué)術(shù)語(yǔ)言、學(xué)術(shù)論文語(yǔ)篇的特點(diǎn)以及科學(xué)思維在學(xué)術(shù)寫(xiě)作中的體現(xiàn)之基礎(chǔ)上，運(yùn)用活動(dòng)理論構(gòu)建出課堂教學(xué)環(huán)境下英語(yǔ)學(xué)術(shù)論文寫(xiě)作過(guò)程的模型，突出這三者在學(xué)術(shù)論文寫(xiě)作中的作用。

英語(yǔ)學(xué)術(shù)論文寫(xiě)作；學(xué)術(shù)語(yǔ)言；學(xué)術(shù)論文語(yǔ)篇；科學(xué)思維；活動(dòng)理論

英語(yǔ)學(xué)術(shù)論文寫(xiě)作是英語(yǔ)學(xué)習(xí)者學(xué)習(xí)英語(yǔ)的高級(jí)階段。他們?cè)谡莆樟巳粘＝浑H用的英語(yǔ)之后，需要學(xué)習(xí)英語(yǔ)學(xué)術(shù)論文寫(xiě)作，為今后用英語(yǔ)進(jìn)行學(xué)術(shù)研究做準(zhǔn)備。孫文抗以問(wèn)卷形式調(diào)查了147位英語(yǔ)專(zhuān)業(yè)畢業(yè)生的學(xué)士論文寫(xiě)作情況，發(fā)現(xiàn)相當(dāng)數(shù)量的調(diào)查對(duì)象在領(lǐng)會(huì)論文要求、查找資料和英語(yǔ)表達(dá)方面存在明顯的問(wèn)題，半數(shù)以上的人并未從做論文中得到應(yīng)有的收獲。在傳統(tǒng)的英語(yǔ)學(xué)術(shù)論文寫(xiě)作的課堂上，教師偏重于介紹學(xué)術(shù)寫(xiě)作的規(guī)則，但這不足以使學(xué)習(xí)者掌握英語(yǔ)學(xué)術(shù)論文寫(xiě)作。

國(guó)內(nèi)關(guān)于中國(guó)學(xué)生的英語(yǔ)學(xué)術(shù)寫(xiě)作方面的研究多集中在語(yǔ)言特點(diǎn)方面上，如英語(yǔ)學(xué)術(shù)論文寫(xiě)作中的情態(tài)動(dòng)詞和模糊語(yǔ)的用法，模糊語(yǔ)的使用，學(xué)術(shù)英語(yǔ)語(yǔ)體研究，摘要的語(yǔ)篇和語(yǔ)言特點(diǎn)的研究，引言的文體研究。在國(guó)內(nèi)關(guān)于英語(yǔ)學(xué)術(shù)寫(xiě)作的研究關(guān)注的是語(yǔ)言形式，忽略了內(nèi)容和思想之間的關(guān)聯(lián)。目前的英語(yǔ)寫(xiě)作模型大多是描述非學(xué)術(shù)論文寫(xiě)作過(guò)程，缺乏描述在課堂中學(xué)術(shù)論文寫(xiě)作過(guò)程的模型。

Nunan指出，學(xué)術(shù)研究是一個(gè)系統(tǒng)的探究過(guò)程，包括3個(gè)方面：(1)一個(gè)問(wèn)題或假設(shè)；(2)數(shù)據(jù)；(3)數(shù)據(jù)的分析和解釋。即研究要用證據(jù)、數(shù)據(jù)來(lái)支持觀點(diǎn)或者找到解決問(wèn)題的方法。因此，如何科學(xué)地思考并運(yùn)用合適的語(yǔ)言形式(包括語(yǔ)篇和句子層面)才是學(xué)術(shù)寫(xiě)作的關(guān)鍵。英語(yǔ)學(xué)術(shù)論文寫(xiě)作能力由三部分組成：學(xué)術(shù)語(yǔ)言、學(xué)術(shù)論文的語(yǔ)篇和科學(xué)思維。在活動(dòng)理論框架下建構(gòu)出英語(yǔ)學(xué)術(shù)論文的寫(xiě)作過(guò)程模型，用以解釋課堂教學(xué)環(huán)境下如何發(fā)展學(xué)術(shù)寫(xiě)作能力。

一、英語(yǔ)學(xué)術(shù)論文寫(xiě)作三要素

(一)學(xué)術(shù)語(yǔ)言與科學(xué)思維之間的關(guān)系

學(xué)術(shù)寫(xiě)作的最終目的是說(shuō)服讀者相信其觀點(diǎn)的正確性，并接受其觀點(diǎn)。說(shuō)服讀者靠的不僅是語(yǔ)言表達(dá)，還有語(yǔ)言背后的科學(xué)思維，兩者密不可分。非專(zhuān)業(yè)讀者閱讀學(xué)術(shù)文章時(shí)覺(jué)得閱讀的困難在于生詞。Myers認(rèn)為，即使用了專(zhuān)業(yè)字典也無(wú)濟(jì)于事，因?yàn)樵斐衫斫饫щy的原因是沒(méi)有掌握學(xué)術(shù)文章中內(nèi)容之間的內(nèi)在聯(lián)系。

在學(xué)術(shù)寫(xiě)作中，選擇使用詞語(yǔ)表達(dá)他們的觀點(diǎn)及對(duì)其觀點(diǎn)的確定程度，選擇恰當(dāng)?shù)捏w裁描述研究方法，證明其合理性。他們思考其他學(xué)者的文獻(xiàn)，質(zhì)疑自己及其他人對(duì)文獻(xiàn)的理解。這種構(gòu)建、理解、選擇及批判文獻(xiàn)的活動(dòng)構(gòu)成了科學(xué)思維活動(dòng)。

Suppe通過(guò)研究1000篇科學(xué)文章，總結(jié)出這些文章的言語(yǔ)行為：展示數(shù)據(jù)、找出關(guān)聯(lián)、描述方法、解釋數(shù)據(jù)等。這些言語(yǔ)行為創(chuàng)造出學(xué)術(shù)論文的論辯性結(jié)構(gòu)，目的是對(duì)研究結(jié)果提出合理的解釋。學(xué)術(shù)語(yǔ)言結(jié)構(gòu)由元語(yǔ)言術(shù)語(yǔ)搭建，如cause，effect，obse- rve，hypothesis，data，results，explanation，prediction；還由論證其研究方法和結(jié)論的合理性的論證結(jié)構(gòu)構(gòu)成。學(xué)術(shù)語(yǔ)言在宏觀層面上是論辯性的，以支持基于證據(jù)基礎(chǔ)上的結(jié)論。在微觀層面上，學(xué)術(shù)語(yǔ)言執(zhí)行一系列的言語(yǔ)行為，這些言語(yǔ)行為結(jié)合在一起就組成了論辯性的結(jié)構(gòu)。只有理解了微觀各部分之間的聯(lián)系，才能在宏觀上理解學(xué)術(shù)語(yǔ)言。

由此可見(jiàn)，學(xué)術(shù)語(yǔ)言是進(jìn)行科學(xué)思考的載體，科學(xué)思考由學(xué)術(shù)語(yǔ)言通過(guò)言語(yǔ)行為和論辯結(jié)構(gòu)來(lái)體現(xiàn)。

(二)學(xué)術(shù)語(yǔ)言的特點(diǎn)

學(xué)術(shù)語(yǔ)言的特點(diǎn)體現(xiàn)了它在特定的學(xué)術(shù)語(yǔ)境下完成交際任務(wù)的要求，表達(dá)的信息內(nèi)容復(fù)雜，涉及的概念抽象，理論性強(qiáng)，所需使用的語(yǔ)言相應(yīng)地變得更加復(fù)雜。從交際的角度來(lái)看，學(xué)術(shù)語(yǔ)言之所以難，除了信息的復(fù)雜之外，原因還在于交際情景不明析，讀者對(duì)象的不確定。

Cummins針對(duì)二語(yǔ)學(xué)習(xí)者，區(qū)分了“認(rèn)知學(xué)術(shù)語(yǔ)言能力”(Cognitive Academic Language Proficie- ncy)和“基本人際交往能力”(Basic Interpersonal Communicative Skill)這兩個(gè)概念。Cummins認(rèn)為，“基本人際交往能力”比較容易且可以自動(dòng)學(xué)會(huì)，而“認(rèn)知學(xué)術(shù)語(yǔ)言能力”則需更長(zhǎng)期的過(guò)程。

基于Snow和Uccelli的研究，表1從人際立場(chǎng)、信息量、信息組織、詞匯選擇以及表達(dá)一致性等五方面總結(jié)了學(xué)術(shù)語(yǔ)言的語(yǔ)言特點(diǎn)。

表1學(xué)術(shù)語(yǔ)言的語(yǔ)言特點(diǎn)

Tab.1 Linguistic features of academic language

學(xué)術(shù)語(yǔ)言中的人際立場(chǎng)是客觀的和權(quán)威的。學(xué)術(shù)語(yǔ)言要求一個(gè)非對(duì)話體的獨(dú)立觀點(diǎn)的構(gòu)建，而且是“一個(gè)堅(jiān)定自信的作者作為博學(xué)的專(zhuān)家提供客觀信息”。學(xué)術(shù)語(yǔ)篇的信息量具有簡(jiǎn)明和高密度的特點(diǎn)，簡(jiǎn)潔明了地傳遞信息，避免無(wú)謂的重復(fù)。學(xué)術(shù)寫(xiě)作注重簡(jiǎn)潔，以很少的詞語(yǔ)概括大量的信息。這種信息密集通常以名詞化和擴(kuò)展的名詞短語(yǔ)來(lái)實(shí)現(xiàn)。學(xué)術(shù)語(yǔ)言以從句和復(fù)雜的句法為特點(diǎn)。在信息組織上，語(yǔ)篇意識(shí)通過(guò)語(yǔ)篇和元語(yǔ)篇標(biāo)記實(shí)現(xiàn)。學(xué)術(shù)語(yǔ)言中信息的組織根據(jù)逐步的邏輯論證，使用獨(dú)立的語(yǔ)內(nèi)照應(yīng)策略，而非依賴情景語(yǔ)境。在詞匯層面上，要求使用特定學(xué)科的精準(zhǔn)術(shù)語(yǔ)。最后一個(gè)層面是表達(dá)一致性，或者說(shuō)是語(yǔ)言和它所要表達(dá)的事實(shí)之間的對(duì)應(yīng)。名詞化的形式如evaporation同時(shí)具備過(guò)程(水蒸發(fā))和物體(名詞一般用來(lái)指一個(gè)物體)的語(yǔ)義特征。在學(xué)術(shù)語(yǔ)言中有大量的語(yǔ)法隱喻，特別是用名詞化表示過(guò)程。名詞化同時(shí)也使得詞匯密度增大，名詞化代替從句，可以成為長(zhǎng)的、壓縮信息量的句子。在口語(yǔ)中，有生命的個(gè)體在句中是語(yǔ)法意義上的施動(dòng)者；而學(xué)術(shù)語(yǔ)言中，抽象概念做施動(dòng)者。

以上海某高校英語(yǔ)專(zhuān)業(yè)本科生大四上學(xué)期的課程論文為例，作一分析。例1、例2是學(xué)生問(wèn)卷調(diào)查中導(dǎo)語(yǔ)的初稿，例3是學(xué)生的修改稿。對(duì)比初稿和修改稿，可以看出初稿的口語(yǔ)化傾向，修改稿則體現(xiàn)了學(xué)術(shù)語(yǔ)言的特點(diǎn)。

例1 Dear friends

I am so sorry for disturbing you but I really need to take a few minutes to finish our questionnaire. Thank you very much.

例2 My dear friend

I am sorry for bring you some trouble. I would be glad if you could help me to finish the question- naire about the issue of family. Thank you so much.

例3 The purpose of this investigation is to find out about personal opinions of the good family in Chinese culture. Please take a few minutes to answer these questions be selecting the most suitable choice or choices according to your situations. We will appre- ciate your time and efforts very much.

Research Team

對(duì)比例1、例2和例3，可以看到學(xué)術(shù)語(yǔ)言的主要特點(diǎn)。例3去掉了介入的話語(yǔ)(I am so sorry for disturbing you; I am sorry for bring you some trouble)；去掉了冗長(zhǎng)的話(I really need; I would be glad if you could help me)；從個(gè)人化話語(yǔ)轉(zhuǎn)變?yōu)榉莻€(gè)人化話語(yǔ)(Thank you so much改為We will appreciate your time and efforts very much)；以及權(quán)威的立場(chǎng)(The purpose of this investigation is…)。

例4和例5是學(xué)生寫(xiě)的選擇問(wèn)卷調(diào)查為研究方法的理?yè)?jù)，例4是初稿，例5是修改稿。

例4 Rationale: The result of a questionnaire in the form of multiple-choice is quite objective. From the questionnaire, it is convenient for us work out the percentages scientifically.The more respondents take the questionnaire, the more accurate numbers will come out. Thus from the numbers, we can directly and clearly analyze the results. What’s more, in the questionnaire, we can also ask the respondents’ opi- nions. It’s quite easy to collect their ideas.

例5 Rationale: The method we employed was a survey through a questionnaire which was designed based on the group members’ brainstorming after studying the information provided in the textbook. The questionnaire…contained six sources of respect as well as their influence on teachers’ job satisfaction.

The questionnaires were distributed by email to five male teachers and five female teachers…Hence, 100% questionnaires were returned. In the question- naire, the teachers were required to provide answers to the questions in a multiple choice form. The ques- tions included their idea towards the relationship between respect and job satisfaction, whether they received respect in their current career and how they influenced their job satisfaction.

例4中出現(xiàn)了在學(xué)術(shù)論文語(yǔ)境下不恰當(dāng)?shù)目谡Z(yǔ)化特點(diǎn)，如松散的對(duì)話式結(jié)構(gòu)(The result of a questionnaire in the form of multiple-choice is quite objective...The more respondents take the question- naire, the more accurate numbers will come out. Thus from the numbers, we can directly and clearly analyze the results.)；簡(jiǎn)單語(yǔ)法(It’s quite easy to collect their ideas)。例5則體現(xiàn)了學(xué)術(shù)語(yǔ)言的特點(diǎn)：客觀權(quán)威的立場(chǎng)、詞匯密度大、詞匯豐富、正式的表達(dá)、復(fù)雜的語(yǔ)法，(The questions included their idea towards the relationship between respect and job satisfaction, whether they received respect in their current career and how they influenced their job satisfaction.)；抽象的個(gè)體做主語(yǔ)(academic research also have a great influence on teachers’ future deve- lopment)，使用多樣的連詞(However; In addition to; Hence)等。

(三)學(xué)術(shù)論文語(yǔ)篇的特點(diǎn)

學(xué)術(shù)論文有個(gè)被稱(chēng)為IMRAD(introduction，method，results，and discussion)常用的語(yǔ)篇結(jié)構(gòu)，幫助寫(xiě)作者用邏輯嚴(yán)密的形式寫(xiě)學(xué)術(shù)論文。Swales和Feak把語(yǔ)篇結(jié)構(gòu)中組成部分稱(chēng)為“語(yǔ)步(moves)”。在Hartley的分類(lèi)基礎(chǔ)上，表2列出學(xué)術(shù)論文語(yǔ)篇的語(yǔ)步。

(四)科學(xué)思維在學(xué)術(shù)論文寫(xiě)作中的體現(xiàn)

在學(xué)術(shù)英語(yǔ)寫(xiě)作中，學(xué)術(shù)語(yǔ)言表達(dá)的是科學(xué)思維能力的體現(xiàn)，科學(xué)思維通過(guò)學(xué)術(shù)語(yǔ)言來(lái)展現(xiàn)?？茖W(xué)思維指的是在科學(xué)研究中用到的對(duì)科學(xué)內(nèi)容的論證過(guò)程。科學(xué)思維包括了很多認(rèn)知活動(dòng)，例如歸納、演繹、類(lèi)比、因果論證等。在人文科學(xué)研究(因本文主要探討的是英語(yǔ)專(zhuān)業(yè)本科生的學(xué)術(shù)論文寫(xiě)作，他們常涉及的領(lǐng)域是人文社科研究)中，常用到的科學(xué)思維有：定義、解決問(wèn)題、理論構(gòu)建、檢驗(yàn)假設(shè)、數(shù)據(jù)論證、因果論證、歸納論證、演繹論證和綜合論證。表3列出了科學(xué)思維在英語(yǔ)學(xué)術(shù)寫(xiě)作中的體現(xiàn)，并以學(xué)生習(xí)作為例說(shuō)明。

表2 學(xué)術(shù)論文語(yǔ)篇結(jié)構(gòu)的語(yǔ)步

Tab.2 Moves in IMRAD

表3 科學(xué)思維在英語(yǔ)學(xué)術(shù)論文寫(xiě)作中的體現(xiàn)

Tab.3 The representations of scientific reasoning in research article writing

定義在研究論文中起著重要的作用?？茖W(xué)研究的目的之一就是發(fā)展新的知識(shí)，這也需要?jiǎng)?chuàng)造新概念，創(chuàng)造新詞或賦予舊詞新的意義。定義之所以重要是因?yàn)樗鼈兌x了研究范圍，在此范圍內(nèi)的研究才有意義。

例6 Teachers’ job satisfaction, which describes how content teachers are with their job on both material and spiritual aspects, is of cardinal impor- tance to their teaching quality and productivity, and consequently exerts a great impact on students’ self-esteem (Peck, 1977).

科學(xué)思維可以理解成為解決問(wèn)題的一種形式。一個(gè)問(wèn)題空間包括一個(gè)問(wèn)題的所有可能的情況和可能的解決方法?？茖W(xué)思維是在不同問(wèn)題空間中的研究。解決問(wèn)題包括兩方面：1.對(duì)問(wèn)題的理解，即對(duì)問(wèn)題本質(zhì)的理解；2.找出解決辦法。在英語(yǔ)學(xué)術(shù)寫(xiě)作中，解決問(wèn)題指的是面對(duì)一個(gè)學(xué)術(shù)寫(xiě)作任務(wù)時(shí)，理解研究主題，發(fā)現(xiàn)問(wèn)題空間，形成研究問(wèn)題，選擇研究方法、研究對(duì)象，確定研究工具。

方面1 對(duì)問(wèn)題的理解(理解研究主題，發(fā)現(xiàn)問(wèn)題空間，形成研究問(wèn)題)

例7 On the basis of these two theories, we find that many university teachers are working unhappily with great pressure, which not only does harm to teachers themselves, but also brings negative effects on their students. If this situation remains unchanged, the educational system would be confronted with stern challenges. This research is devoted to finding out about the opinions of teachers on the relationship between job satisfaction and working pressure.

方面2 找出解決辦法(選擇研究方法，選擇研究對(duì)象，設(shè)計(jì)研究工具)

例8 A questionnaire was designed for teachers who were requested to provide quantitative infor- mation. This information was used in our correlation analysis in the relation between teachers’ job satisfa- ction and their working pressure. The questionnaire was distributed to 10 teachers.

理論構(gòu)建在學(xué)術(shù)論文寫(xiě)作中體現(xiàn)為文獻(xiàn)綜述和構(gòu)建理論框架。

例9 According to Xie, one’s job satisfaction is related to his working pressure (Xie, 2000). Generally speaking, a worker with high working pressure will not be satisfied with his job and vice versa. Also, a work with less working pressure will have higher job satisfaction. On the basis of Xie’s theory, we conduct this research trying to examine and certify the corre- lation between the working pressure and the job satisfaction of teachers.

檢驗(yàn)假設(shè)是科學(xué)思維的重要特點(diǎn)，是收集證據(jù)評(píng)估一個(gè)命題是否真實(shí)的過(guò)程。在英語(yǔ)學(xué)術(shù)寫(xiě)作中，檢驗(yàn)假設(shè)指的是學(xué)習(xí)者對(duì)于一個(gè)理論或者觀點(diǎn)的檢驗(yàn)。

例10 Regarding those two phenomena, we start to conduct the survey to see whether there are problems in the curriculum structure for students.

為了呈現(xiàn)令人信服的結(jié)論，研究者用數(shù)據(jù)分析來(lái)體現(xiàn)數(shù)據(jù)的客觀性。

例11 From the table, we can see the result as follows: 12 respondents chose the teacher’s role as instructor; 10 chose the role as guider; 8 chose the role as controller; 7 regarded the teacher's role as helper and authority; 5 regarded the role as facilitator and only 1 thought the teacher’s role was playmate.

因果論證是指找出各變量間的因果關(guān)系，找出因果模式。在學(xué)術(shù)英語(yǔ)寫(xiě)作中表現(xiàn)為分析變量之間的因果關(guān)系。

例12 Here we notice that in universities, alt- hough sometimes teachers do not know their students’ real opinions and attitudes towards them, they still feel respected. Our group attributes the phenomena to the reason that teaching) is a job widely respected by almost all the citizens in the society, and thus their self-respects do not necessarily come from their students.

科學(xué)的基本特點(diǎn)是科學(xué)家們假設(shè)存在可遵循的規(guī)律，并從這些規(guī)律推導(dǎo)出新的科學(xué)發(fā)現(xiàn)。兩種常用的論證策略是歸納論證和演繹論證。歸納論證是從已知到未知的推理(如例13)，演繹論證是從一般到具體的推理(如例14)。

例13 Emphatically, the EPS courses are con- sidered helpless to their future career. About 60% consider helpless, 33% hard to say, and only 7% generally helpful. Obviously, it proves that it is a waste of time for undergraduates to take the current EPS courses.

例14 According to several studies, the increase of income can stimulate people’ enthusiasm for work, and teachers are not excluded. At present, many university professors go out of campus to seek opportunities of part-time jobs, and torturing is prevalent among middle schools teachers…Nowadays, the voice of complaining about low income, parti- cularly that among university teachers is louder… People may wonder that if teachers are so dissatisfied with their jobs why they do not just quit. The reason is that there are also other important factors that can lead to teachers’ job satisfaction. …teachers gain more spiritual satisfaction than many other workers do. Their success can not only be measured by income but also by self-respect and students’ achievement.

綜合論證指的是結(jié)合研究問(wèn)題、假設(shè)以及研究發(fā)現(xiàn)進(jìn)行總體討論的過(guò)程。在英語(yǔ)學(xué)術(shù)寫(xiě)作中，綜合論證能力是學(xué)習(xí)者討論研究結(jié)果的能力，從得到的數(shù)據(jù)綜合討論以回答研究問(wèn)題。

例15 This study shows that teachers in the English Department hold quite similar views towards the sources of job satisfaction. From their perspec- tive, job satisfaction in most cases derives from the realization of spiritual ambitions rather than the fulfillment of material ambitions.

二、活動(dòng)理論框架下構(gòu)建英語(yǔ)學(xué)術(shù)論文寫(xiě)作模型

現(xiàn)有的寫(xiě)作模型描述母語(yǔ)或二語(yǔ)在非學(xué)術(shù)情景下的寫(xiě)作。Paltridge等第一次提出了學(xué)術(shù)寫(xiě)作的模型，考慮到學(xué)術(shù)寫(xiě)作的外部環(huán)境因素，強(qiáng)調(diào)了培養(yǎng)作者的語(yǔ)言特點(diǎn)、文本特點(diǎn)以及自我調(diào)控能力。但這些模型都未能解釋學(xué)習(xí)者在課堂教學(xué)的環(huán)境下如何體現(xiàn)學(xué)術(shù)論文寫(xiě)作的三要素。

現(xiàn)在用活動(dòng)理論來(lái)解釋學(xué)術(shù)寫(xiě)作。活動(dòng)理論是Engestr?m在Vygotsky的主體、客體和中介工具三角模型基礎(chǔ)上發(fā)展而來(lái)。活動(dòng)理論中，活動(dòng)是目標(biāo)的一個(gè)形式，是把目標(biāo)轉(zhuǎn)化為結(jié)果而發(fā)生的。主體和目標(biāo)之間的關(guān)系以工具為中介，工具可以是物質(zhì)的也可以是思維的。為了處理個(gè)體和個(gè)體在不同環(huán)境中他們之間的關(guān)系，Engestr?m引進(jìn)了一個(gè)重要的成分——團(tuán)體。規(guī)則指的是團(tuán)體中明確的或隱形的規(guī)范、慣例及社會(huì)關(guān)系。分工指的是在把目標(biāo)轉(zhuǎn)化成結(jié)果的過(guò)程中團(tuán)體的組織結(jié)構(gòu)。活動(dòng)理論模型的建立可把外部環(huán)境與人類(lèi)行為結(jié)合起來(lái)考察。圖1描述了在活動(dòng)理論框架下構(gòu)建學(xué)術(shù)英語(yǔ)寫(xiě)作的活動(dòng)模型。

圖1 英語(yǔ)學(xué)術(shù)寫(xiě)作的活動(dòng)模型

英語(yǔ)學(xué)術(shù)寫(xiě)作是英語(yǔ)學(xué)習(xí)者在學(xué)術(shù)寫(xiě)作范文和科學(xué)思維的中介下進(jìn)行英語(yǔ)寫(xiě)作的，為了得到寫(xiě)作英語(yǔ)學(xué)術(shù)論文的結(jié)果，需要遵循學(xué)術(shù)寫(xiě)作體裁和規(guī)范。在英語(yǔ)學(xué)習(xí)者、寫(xiě)作教師及學(xué)術(shù)領(lǐng)域的其他學(xué)者組成的團(tuán)體中，共同參與分工，這樣，英語(yǔ)學(xué)習(xí)者的讀者對(duì)象是寫(xiě)作教師和學(xué)術(shù)領(lǐng)域的其他學(xué)者。寫(xiě)作教師的角色也變成了非個(gè)人的關(guān)系，是一個(gè)具有相關(guān)學(xué)術(shù)知識(shí)的學(xué)術(shù)團(tuán)體成員的角色。學(xué)習(xí)者通過(guò)以下三者的中介調(diào)節(jié)作用來(lái)提高學(xué)術(shù)論文寫(xiě)作能力：1.學(xué)術(shù)論文范文，科學(xué)思維；2.學(xué)術(shù)論文寫(xiě)作體裁和規(guī)范，學(xué)術(shù)語(yǔ)言，學(xué)術(shù)論文語(yǔ)篇；3.老師講解，學(xué)習(xí)者之間以及和老師的互動(dòng)。

三、對(duì)英語(yǔ)學(xué)術(shù)論文寫(xiě)作教學(xué)的啟示

從活動(dòng)理論的框架下構(gòu)建學(xué)術(shù)論文寫(xiě)作的新模型中，可看到學(xué)術(shù)論文寫(xiě)作的三要素，即：學(xué)術(shù)語(yǔ)言、學(xué)術(shù)論文的語(yǔ)篇以及科學(xué)思維。這三者在學(xué)術(shù)論文寫(xiě)作過(guò)程中起著重要的作用?？茖W(xué)思維是中介工具，學(xué)術(shù)語(yǔ)言和學(xué)術(shù)論文的語(yǔ)篇是規(guī)則。學(xué)習(xí)者通過(guò)科學(xué)思維的中介作用，依照學(xué)術(shù)語(yǔ)言和學(xué)術(shù)論文語(yǔ)篇的規(guī)則，達(dá)到學(xué)會(huì)寫(xiě)作學(xué)術(shù)論文的目的。學(xué)生學(xué)術(shù)論文習(xí)作中常出現(xiàn)語(yǔ)言和思維兩個(gè)問(wèn)題交織在一起的情況，作為寫(xiě)作教師，應(yīng)當(dāng)給出語(yǔ)言、篇章結(jié)構(gòu)以及科學(xué)思維三方面的建議的反饋。當(dāng)學(xué)生知道如何論證，該寫(xiě)什么，選擇怎樣的語(yǔ)言形式后，學(xué)術(shù)論文寫(xiě)作能力才能得到提高。

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English Research Article Writing Competence and a Tentative Model of English Research Article Writing Process

Xiong Shuhui

(,,,)

English research article (RA) writing is the highest stage for Chinese college-level learners of English as a foreign language (EFL) in classroom settings. After mastering English for daily communication, EFL learners need to learn English RA writing preparing for their future academic study in English. In previous research, English RA writing has been much focused on mechanical skills (such as referencing techniques) and linguistic features. Previous writing models are intended to describe the writing process of general writing tasks, rather than RA writing. This paper argues that English academic writing should include three major components: academic language, discourse structure of RA, scientific thinking and reasoning. This study discusses features of academic language, characteristics of the discourse structure of research paper, and the representations of scientific reasoning in RA writing. A tentative model of RA writing process is proposed under the framework of activity theory.

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H315

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1009-895X(2011)02-0126-07

2011-01-15

熊淑慧(1979-)，女，講師。研究方向：二語(yǔ)習(xí)得。E-mail: xionglisa@163.com