元话语的分类Word文件下载.docx

元话语的分类Word文件下载.docx

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Showhowpartsofa

textareconnectedto

oneanother

sequencers（first,next）,

reminders（asImentioned

inChapter2）,

topicalizers（withregardto）

Code

glosses

Helpreadersgraspthewriter’sintended

meaning

mean,suchas

Validity

markers

Expressthewriter’scommitmenttoa

statement

hedges（perhaps,might）,

emphatics（undoubtedly），

attributors（accordingto）

Narrators

Informreadersofthesourceofinformation

accordingtoSmith,

Interpersonal

Illocution

Makethediscourseactexplicitatcertainpoint

toconclude,Ihypothesize,

tosumup,wepredict

Attitude

Expressthewriter’sattitudes

unfortunately,interestingly,

Iwishthat

Commentaries

addressreaders

directly,drawingthem

intoanimplicit

dialogue

youwillcertainlyagreethat,youmightwantto

readthethirdchapterfirst

不难看出,VandeKopple的分类存在问题,如,同样是“accordingto”,既属于归属语又属于叙说词。

Oneprobleminidentifyingmetadiscourseisitsmultifunctionality,thatis,thefunctionsarenotperformedinisolationandonemetadiscoursemayachieveseveralpurposessimultaneously.Therefore,inordertosolvethisproblem,Crismore,Markkanen,andSteffensen（1993）intheirclassificationtrytouseafunctionalanalysis:

metadiscourseisdefinedaccordingtoitsprimaryfunctioninthecontext.

　Crismoreetal（1993）在VandeKopple（1985）的分类基础上,也将元话语分为两大类:

语篇元话语和人际元话语。

Crismoreetal的分类中去掉了叙说词一项,将逻辑连接词、序列词、提醒词和主题词概括为语篇标记语,同时将语码注释词和施事标记词纳入解释标记语。

语篇标记语和解释标记语这一全新分法说明了元话语的语篇功能:

语篇标记语帮助组织语篇,解释标记语帮助读者解释和更好地理解作者的意图及写作策略。

Forinterpersonalmetadiscourse,validitymarkers,whichisasubcategoryoftextualmetadiscourse,isnowundertheclassificationofinterpersonalmetadiscourseandthreeseparatesubcategories---hedges,certaintymarkers，andattributorsareincluded.Attributorsarecombinedwithnarratorsbecausebothareusedtoinformthereadersofthesourceofideas.见表2

不过,Crismoreetal的这一分法也存在一些问题,如,将语篇元话语分为语篇标记语和解释标记语的依据不明确,另外,用来指称语篇前部分所提内容的提醒词属于语篇标记语,而用于指称语篇后部分所提内容的宣告词却又属于解释标记语,这似乎有点牵强附会。

Textualmetadiscourse

TextualMarkers

Logical

Connectives

wenotedearlier

Helpshowconnections

betweenideas

and,but,therefore

Sequencers

Helpshowsequenceofmaterial

first,second

Reminders

Refertoearliertext

material

AswesawinChapter1

Topicalizers

Indicatetopicshiftoranewtopic

Well;

nowIwilldiscuss,inregardto

Interpretive

Markers

CodeGlosses

Explaintextmaterial

WhatImeanis,thatis,forexample

IllocutionMarkers

Nametheactperformed

Toconclude;

insum;

Ipredict

Announcements

Announcingupcomingmaterial

Inthenextsection

Interpersonalmetadiscourse

Hedges

Showlackof

commitmenttothe

truth-valueofproposition

may,might

CertaintyMarkers

Showfullcommitmentto

thetruth-valueof

proposition

Iabsolutelysure

Iknow

Attributors

Refertoauthoritiesusedforpersuasiveforce

Einsteinclaimedthat

AttitudeMarkers

Expresswriter’saffective

values

Iagree,unfortunately

Commentary

Buildwriter-reader

relationships

Myfriend,youmaynotagreethat

Hyland（2004）认为,将元话语分为语篇元话语和人际元话语不太确切,应将元话语分为指引读者读完整个语篇的交互式元话语和帮助读者掌握论点的互动式元话。

其中,交互式元话语涉及作者对读者的意识,以及作者对读者的知识、兴趣、修辞期望和语篇处理能力的调解,它反映了作者组织语篇的方法,在一定程度上体现出作者在创作语篇的过程中考虑到了读者的需求。

而互动式元话语是作者通过入侵语篇和对语篇信息加以评论来引领互动展开交际的方法,它在一定程度上体现了语篇是由作者和读者一起构建的。

关于Hyland的分类模式，本文将会在theoreticalbasis里详细解释。

Examples

Interactive

Helptoguidethereader

throughthetext

Transitions

expressrelationsbetween

mainclause

inaddition;

but;

thus;

and

Framemarkers

refertodiscourseacts,

sequencesorstages

finally;

toconclude;

my

purposeis

Endophoricmarkers

refertoinformationin

otherpartsofthetext

notedabove;

seeFig;

in

section2

Evidentials

refertoinformationin

otherpartsofthetext

accordingtoX;

Zstates

Codeglosses

elaboratepropositional

meanings

namely;

.;

suchas;

otherwords

Interactional

Involvethereaderinthetext

withholdcommitmentand

opendialogue

might;

perhaps;

possible;

about

Boosters

emphasizecertaintyorclosedialogue

infact;

definitely;

itis

clearthat

Attitudemarkers

expresswriter’sattitudeto

proposition

unfortunately;

Iagree;

surprisingly

Selfmentions

explicitreferenceto

author（s）

I;

we;

my;

me;

our

Engagementmarkers

explicitlybuild

relationshipwithreader

consider;

note;

youcansee

that

Class2metadiscourse

Recognizingthedifferencesinthenatureandfunctionofmetadiscourse,thediscourseofthedollarclassificationarealsodifferent.Todate,thereareseveraldifferentmetadiscourseclassificationsystem（seeWilliams,1981;

Lautamatti,1978;

Vande,1985;

Crismore,1989;

Crismoreetal,1993;

Hyland,1998,2005）.XuJiujiu（2006）summarizefindingsanddiscusstheclassificationofmetadiscoursemainlyinvocabularyclasses.Fromthecurrentresearchpointofview,therearethreemainpointsoflaw:

chapterKopple（1988）proposedandinterpersonalmetadiscourse,HylandandTse（2004）proposedaguidedandinteractivemetadiscourse,andIfantidou（2005）proposedinternaldiscourseandExternalchaptermetadiscourse.

ThefirstclassificationismadeVande（1985）made,heputmetadiscoursedividedintotwocategories:

Textmetadiscoursemeansconnectingthemaincomponentofalllevelsofdiscourseinchapters,achapterofthewordofwordsandphrases,includingTextConnective（textconnectives）,languagecodeannotationwords（codeglosses）,validitySigns（validitymarkers）,thenarrator（narrator）.Interpersonalmetadiscoursemainlyreflectedwordsandphrasesrelationshipauthorsandreaders,includingillocutionaryforcemarkedwords（illocutionmarkers）,attitudeidentifieswords（attitudemarkers）andauthor-readercommunicationidentifieswords（commentaries）.

Hyland（2005）认为元话语是用来协商语篇互动意义的自我反省（reflexive）表达形式,有助于表现作者对读者的意识,强调社交成员的交际。

因此,不管是篇章元话语还是人际元话语都具有评价、态度和参与等人际意义。

在此基础上,他把元话语分为交际和互动两大类。

交际类元话语有助于引导读者,注重组织话语的方式,包括过渡标记（transitionmarkers）、框架标记（framemarkers）、回指标记（endophoricmarkers）、言据标记（evidentials）、语码注释语（codeglosses）。

互动类元话语包括模糊语（hedges）、增强语（boosters）、态度标记（attitudemarkers）、自称语（selfmention）和介入标记（engagementmarkers）。

内部\外部篇章元话语的分类是由Ifantidou（2005）提出的。

内部篇章元话语是指同一个篇章中的内部不同部分之间的一种关系;

外部篇章元话语指的是不同的篇章、不同的作者,或同一作者不同时期的篇章的所指关系。

他对每一类都列举了一些具体的语言表达手段,但同时指出,所列语言表达式并不是穷尽的。

此外，以上关于元话语的研究中，研究者大多依照Halliday语言功能理论，把元话语划分为“篇章元话语”和“人际元话语”两大范畴（VandeKopple1985;

Crismore，etal．1993）。

Adel（2006:

18）突破了以Halliday功能理论为基础的元话语研究范式，以Jakobson（1998）的语言功能理论为依据，提出了“反身元话语”的概念。

她从Jakobson提出的六种语言功能中提取了元语言、表达和指示这三种功能来论述元话语现象。

这三个功能的焦点分别是篇章/语码、作者和读者。

Hyland（2005）consideredmetadiscourseinteractivediscourseisusedtonegotiatethemeaningofself-reflection（reflexive）formsofexpression,theauthorofconsciousnesscontributetotheperformanceofthereaders,emphasizingthecommunicativesocialmembers.Therefore,whetherorinterpersonaldiscoursemetadiscoursemetadiscoursehaveevaluatedattitudesandparticipationinterpersonalsignificance.Onthisbasis,hemetadiscoursedividedintotwomajorcategoriesofcommunicationandinteraction.Communicationclassmetadiscoursehelpguidereaderstopayattentiontotheorganizationofdiscourse,includingthetransitiontag（transitionmarkers）,theframemarker（framemarkers）,backtotheindexrecord（endophoricmarkers）,Evidentialitymark（evidentials）,code-languagecomments（codeglosses）.Interactiveclassmetadiscourseincludeblurredlanguage（hedges）,enhancesthelanguage（boosters）,attitudesmark（attitudemarkers）,claiminglanguage（selfmention）andinterventionalmark（engagementmarkers）.

Internal\externalchaptermetadiscourseclassificationbyIfantidou（2005）raised.Internalchaptermetadiscoursereferstoarelationshipbetweenthedifferentpartsofthesamechapterbetweeninternal;

externalchaptermetadiscourserefertodifferentchapters,relationswithinthemeaningofdifferentauthors,oratdifferenttimesinthesamechapterauthor.Foreachclass,helistedsomespecificlanguagemeansofexpression,butalsopointedoutthatlinguisticexpressionisnotexhaustivelist.

Inaddition,Adel（2006）fromtheperspectiveof"

Discourseworld"

toMetadiscoursedividedintotwomainforms:

Metadiscourseandauthor-readerinteraction.Yuandiscourseroleistoguidethereaderandthetextinthelanguageoftheevaluation;

author-readerinteractionistoestablishandmaintainrelationshipswithreaders.

Inadditiontometadiscourseclassification,someresearchersfocusonmetadiscourseaspecificexpression,suchashedgesandmodalitymarkersandthelike.AsVande（1985,2002）fromafunctionalperspectivemetadiscourseresearch,analysismetadiscoursechapterfunctionandinterpersonalfunction;

Hyand（1998,1999,2000,2005）manytimesinrecentyearstoexplore,suchasfuzzylanguage,enhancesthelanguage,etc.metadiscoursefunctioninscienceandtechnologydiscourseandacademicdiscourse;

Hyland&

Tse（2004）alsodevotedtopunctuation,etc.playmetadiscoursefunction;

Kumpf（2000）fromavisualpointofview,suchasthelayout