大学网络课程简介体裁分析

发布时间：2018-11-21 12:07

【摘要】：随着互联网技术的发展,网络课程日益受人欢迎并促进了网络教育的产生和发展。网络教育最早兴起于六十年代的美国,中国的网络教育起步于九十年代。与传统教育比较,网络教育不仅为学生提供了更为丰富的学习资源,而且能够克服时间和地域的障碍,为学习者提供了平等享用教育资源的机会。由于网络课程种类繁多,课程简介成了学生了解和选择课程的依据。课程简介到底应该包些内容才能让学生充分的了解和认识课程,为此本文对这类语篇进行了体裁分析,旨在探讨其具体的体裁结构和交际目的。本研究以Swales(1990),Bhatia(1993)和Hasan(1985)的体裁分析模式为理论框架,并结合Halliday的系统功能语言学中人际功能的相关理论,主要探讨以下几个研究问题:(1)课程描述的交际目的是什么?(2)课程描述这类体裁的语步结构是什么?(3)课程描述的语类结构潜势是什么?(4)课程描述这类体裁的语言特点是什么?本研究从网络上收集了60篇英文课程简介,采用定量与定性相结合的方法,从交际目的、语步结构特征、语言特征等方面对课程简介进行较为深入的分析。研究结果表明:第一,网络课程简介的交际目的主要包括三个方面:提供课程信息,吸引读者的注意和引起读者的兴趣。其中最基本的交际目的就是通过介绍课程内容向读者提供课程的相关信息,通过展示课程的优势来吸引读者的注意并引起他们的兴趣,从而达到劝说读者选课的目的。第二,网络课程简介作为一种体裁具有完整的语步结构,主要由10个语步构成:引起兴趣,背景介绍,课程内容描述,课程要求,课程设计,课程评价,预期结果,附加信息,授课人,常见问题。课程描述中的10个语步出现顺序和频率不尽相同,其中课程内容描述为主要语步,出现比率是100%。为此本研究概括出了一个语类结构潜势:[(IA)∧(BI)]∧[CI∧(CR*)·(CD*)·(DO*)·(CA*)·(IC*)·(AI*)]∧(FAQ)。第三,网络课程简介的语言特征主要体现在人际意义中的语气和情态两个系统上。语气方面主要使用陈述语气介绍课程,陈述语气可以给读者提供客观准确的课程信息。此外课程设计者偶尔使用疑问语气和祈使语气来拉近读者与课程设计者之间的距离;情态系统方面多使用表示可能性的情态动词“can”,“may”和“will”,其中中度情态动词“will”使用频率最高,达到60%。“Will”的使用可以使语言表达不专断但又使读者易于接受。本研究结果可以为教师专业有效的开发网络课程有一些启示,同样也为一些潜在的学习者有效的选择他们的网络课程提供支持性的建议。
[Abstract]:With the development of Internet technology, network courses are increasingly popular and promote the emergence and development of network education. Network education originated in America in 1960 s, and it started in 1990 s in China. Compared with traditional education, online education not only provides students with more abundant learning resources, but also overcomes the obstacles of time and region, and provides learners with equal opportunities to enjoy educational resources. Because of the wide variety of online courses, the course profile has become the basis for students to understand and choose courses. In order to make students fully understand and understand the curriculum, this paper makes a genre analysis of this kind of discourse in order to explore its specific genre structure and communicative purpose. This study is based on the genre analysis models of Swales (1990), Bhatia (1993) and Hasan (1985), and combines the relevant theories of interpersonal function in Halliday's systemic functional linguistics. This paper mainly discusses the following research questions: (1) what is the communicative purpose of the curriculum description? (2) what is the step structure of this genre? (3) what is the potential of the class structure of the course description? (4) What are the language features of this genre? In this study, 60 English course profiles were collected from the Internet. By means of the combination of quantitative and qualitative methods, the course profiles were analyzed from the aspects of communicative purpose, step structure, language characteristics and so on. The results show that: first, the communicative purpose of the online course profile mainly includes three aspects: providing course information, attracting readers' attention and arousing readers' interest. The most basic communicative purpose is to provide the readers with the relevant information by introducing the contents of the courses, and to attract the attention and interest of the readers by showing the advantages of the courses, so as to persuade the readers to choose the courses. Secondly, as a genre, Web-based course profile is composed of 10 steps: interest, background, content description, curriculum requirements, curriculum design, curriculum evaluation, expected results, additional information. Instructor, frequently asked questions. The sequence and frequency of the 10 steps in the course description are different, among which the curriculum content is described as the main step, and the occurrence rate is 100%. In this study, we generalize the potential of a class structure: [(IA) (BI)] CI [CI (CR*) (CD*) (DO*) (CA*) (IC*) (AI*)] (FAQ). Thirdly, the language features of the online course are mainly embodied in the two systems of mood and modality in interpersonal meaning. In the aspect of mood, declarative tone is mainly used to introduce the course, which can provide the reader with objective and accurate course information. In addition, curriculum designers occasionally use interrogative tone and imperative tone to narrow the distance between readers and curriculum designers. In modal system, the modal verbs "can", "may" and "will", which indicate possibility, are often used, among which the modal verb "will" is the most frequently used. The use of "Will" can make language not arbitrary but also acceptable to the reader. The results of this study can provide some enlightenments for teachers' professional development of online courses, as well as support suggestions for some potential learners to choose their online courses effectively.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434

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