元話語(yǔ)的分類

1、2 元話語(yǔ)的分類由于對(duì)元話語(yǔ)的性質(zhì)和功能的認(rèn)識(shí)差異,對(duì)元話語(yǔ)的分類也存在不同。迄今為止,元話語(yǔ)已有幾種不同的分類體系(參Williams ,1981 ;Lautamatti ,1978 ;Vande ,1985 ;Crismore ,1989 ;Crismore et al ,1993 ;Hyland ,1998 ,2005) 。本研究將會(huì)主要討論三種分法:Kopple（1985）、Crismore et al （1993）以及Hyland（2004）。Vande Kopple(1985)基于Lautamatti和Williams對(duì)元話語(yǔ)的研究, 概括了7種元話語(yǔ)并將其分為語(yǔ)篇元話語(yǔ)和人際元話

2、語(yǔ)兩大類型。其中, 語(yǔ)篇元話語(yǔ)指的是在語(yǔ)篇中連接語(yǔ)篇各層次的主要成分, 組詞成篇的詞和短語(yǔ)。人際元話語(yǔ)主要是體現(xiàn)作者和讀者關(guān)系的詞和短語(yǔ), 見表1。表1Vande Kopple的元話語(yǔ)分類Category Function Examples Textual metadiscourse Text connectivesShow how parts of a text are connected to one another sequencers (first, next), reminders (as I mentioned in Chapter 2), topicalizers(with re

3、gard to) Code glosses Help readers grasp the writers intended meaning mean, such as Validity markers Express the writers commitment to a statement hedges (perhaps, might), emphatics (undoubtedly)，attributors (according to) Narrators Inform readers of the source of information according to Smith,Inte

4、rpersonal metadiscourse Illocution markers Make the discourse act explicit at certain point to conclude, I hypothesize, to sum up, we predict Attitude markers Express the writers attitudes unfortunately, interestingly, I wish that Commentaries address readers directly, drawing them into an implicit

5、dialogue you will certainly agree that, you might want to read the third chapter first 不難看出, VandeKopple的分類存在問(wèn)題, 如, 同樣是“ according to ”, 既屬于歸屬語(yǔ)又屬于敘說(shuō)詞。One problem in identifying metadiscourse is its multifunctionality, that is, the functions are not performed in isolation and one metadiscourse may ac

6、hieve several purposes simultaneously. Therefore, in order to solve this problem, Crismore, Markkanen, and Steffensen (1993) in their classification try to use a functional analysis: metadiscourse is defined according to its primary function in the context. Crismoreetal(1993）在VandeKopple(1985)的分類基礎(chǔ)上

7、, 也將元話語(yǔ)分為兩大類:語(yǔ)篇元話語(yǔ)和人際元話語(yǔ)。Crismoreetal的分類中去掉了敘說(shuō)詞一項(xiàng), 將邏輯連接詞、序列詞、提醒詞和主題詞概括為語(yǔ)篇標(biāo)記語(yǔ), 同時(shí)將語(yǔ)碼注釋詞和施事標(biāo)記詞納入解釋標(biāo)記語(yǔ)。語(yǔ)篇標(biāo)記語(yǔ)和解釋標(biāo)記語(yǔ)這一全新分法說(shuō)明了元話語(yǔ)的語(yǔ)篇功能:語(yǔ)篇標(biāo)記語(yǔ)幫助組織語(yǔ)篇, 解釋標(biāo)記語(yǔ)幫助讀者解釋和更好地理解作者的意圖及寫作策略。For interpersonal metadiscourse, validity markers, which is a subcategory of textual metadiscourse, is now under the classificati

8、on of interpersonal metadiscourse and three separate subcategories - hedges, certainty markers，and attributors are included. Attributors are combined with narrators because both are used to inform the readers of the source of ideas. 見表2不過(guò), Crismore etal的這一分法也存在一些問(wèn)題, 如, 將語(yǔ)篇元話語(yǔ)分為語(yǔ)篇標(biāo)記語(yǔ)和解釋標(biāo)記語(yǔ)的依據(jù)不明確, 另外,

9、 用來(lái)指稱語(yǔ)篇前部分所提內(nèi)容的提醒詞屬于語(yǔ)篇標(biāo)記語(yǔ), 而用于指稱語(yǔ)篇后部分所提內(nèi)容的宣告詞卻又屬于解釋標(biāo)記語(yǔ), 這似乎有點(diǎn)牽強(qiáng)附會(huì)。Category Function Examples Textual metadiscourseTextual Markers Logical Connectives we noted earlier Help show connections between ideas and, but, therefore Sequencers Help show sequence of material first, second Reminders Refer to ea

10、rlier text material As we saw in Chapter1Topicalizers Indicate topic shift or a new topic Well; now I will discuss,in regard to Interpretive Markers Code Glosses Explain text materialWhat I mean is , that is, for example Illocution Markers Name the act performed To conclude;in sum;I predictAnnouncem

11、ents Announcing upcoming material In the next sectionInterpersonal metadiscourse Hedges Show lack of commitment to the truth-value of proposition may, might Certainty Markers Show full commitment to the truth-value of proposition I absolutely sure I know Attributors Refer to authorities used for per

12、suasive forceEinstein claimed that Attitude Markers Express writers affective values I agree, unfortunately Commentary Build writer-reader relationships My friend, you may not agree that Hyland(2004)認(rèn)為, 將元話語(yǔ)分為語(yǔ)篇元話語(yǔ)和人際元話語(yǔ)不太確切, 應(yīng)將元話語(yǔ)分為指引讀者讀完整個(gè)語(yǔ)篇的交互式元話語(yǔ)和幫助讀者掌握論點(diǎn)的互動(dòng)式元話。其中, 交互式元話語(yǔ)涉及作者對(duì)讀者的意識(shí), 以及作者對(duì)讀者的知識(shí)、興

13、趣、修辭期望和語(yǔ)篇處理能力的調(diào)解, 它反映了作者組織語(yǔ)篇的方法, 在一定程度上體現(xiàn)出作者在創(chuàng)作語(yǔ)篇的過(guò)程中考慮到了讀者的需求。而互動(dòng)式元話語(yǔ)是作者通過(guò)入侵語(yǔ)篇和對(duì)語(yǔ)篇信息加以評(píng)論來(lái)引領(lǐng)互動(dòng)展開交際的方法, 它在一定程度上體現(xiàn)了語(yǔ)篇是由作者和讀者一起構(gòu)建的。關(guān)于Hyland的分類模式，本文將會(huì)在theoretical basis 里詳細(xì)解釋。Category Function ExamplesInteractive metadiscourse Help to guide the reader through the text Transitions express relations betwe

14、en main clause in addition; but; thus; and Frame markers refer to discourse acts, sequences or stages finally; to conclude; my purpose is Endophoric markers refer to information in other parts of the textnoted above; see Fig; in section2 Evidentials refer to information in other parts of the text ac

15、cording to X; Z states Code glosses elaborate propositional meanings namely; e.g.; such as; in other words Interactional metadiscourse Involve the reader in the text Hedges withhold commitment and open dialogue might; perhaps; possible; about Boosters emphasize certainty or close dialogue in fact; d

16、efinitely; it is clear thatAttitude markers express writers attitude to propositionunfortunately; I agree; surprisingly Self mentions explicit reference to author(s) I; we; my; me; our Engagement markers explicitly build relationship with reader consider; note; you can see that Class 2 metadiscourse

17、Recognizing the differences in the nature and function of meta discourse, the discourse of the dollar classification are also different. To date, there are several different metadiscourse classification system (see Williams, 1981; Lautamatti, 1978; Vande, 1985; Crismore, 1989; Crismore et al, 1993;

18、Hyland, 1998, 2005). Xu Jiujiu (2006) summarize findings and discuss the classification of metadiscourse mainly in vocabulary classes. From the current research point of view, there are three main points of law: chapter Kopple (1988) proposed and interpersonal metadiscourse, Hyland and Tse (2004) pr

19、oposed a guided and interactive metadiscourse, and Ifantidou (2005) proposed internal discourse and External chapter metadiscourse.The first classification is made Vande (1985) made, he put metadiscourse divided into two categories: Text metadiscourse means connecting the main component of all level

20、s of discourse in chapters, a chapter of the word of words and phrases, including Text Connective (text connectives), language code annotation words (code glosses), validity Signs (validity markers), the narrator (narrator). Interpersonal metadiscourse mainly reflected words and phrases relationship

21、 authors and readers, including illocutionary force marked words (illocution markers), attitude identifies words (attitude markers) and author - reader communication identifies words (commentaries).Hyland(2005) 認(rèn)為元話語(yǔ)是用來(lái)協(xié)商語(yǔ)篇互動(dòng)意義的自我反省(reflexive) 表達(dá)形式,有助于表現(xiàn)作者對(duì)讀者的意識(shí),強(qiáng)調(diào)社交成員的交際。因此,不管是篇章元話語(yǔ)還是人際元話語(yǔ)都具有評(píng)價(jià)、態(tài)度和

22、參與等人際意義。在此基礎(chǔ)上,他把元話語(yǔ)分為交際和互動(dòng)兩大類。交際類元話語(yǔ)有助于引導(dǎo)讀者,注重組織話語(yǔ)的方式,包括過(guò)渡標(biāo)記(transition markers) 、框架標(biāo)記(frame markers) 、回指標(biāo)記(endophoric markers) 、言據(jù)標(biāo)記( evidentials) 、語(yǔ)碼注釋語(yǔ)( code glosses) ?；?dòng)類元話語(yǔ)包括模糊語(yǔ)( hedges) 、增強(qiáng)語(yǔ)(boosters) 、態(tài)度標(biāo)記(attitude markers) 、自稱語(yǔ)(self mention) 和介入標(biāo)記(engagement markers) 。內(nèi)部外部篇章元話語(yǔ)的分類是由Ifantidou

23、(2005) 提出的。內(nèi)部篇章元話語(yǔ)是指同一個(gè)篇章中的內(nèi)部不同部分之間的一種關(guān)系;外部篇章元話語(yǔ)指的是不同的篇章、不同的作者, 或同一作者不同時(shí)期的篇章的所指關(guān)系。他對(duì)每一類都列舉了一些具體的語(yǔ)言表達(dá)手段,但同時(shí)指出,所列語(yǔ)言表達(dá)式并不是窮盡的。此外，以上關(guān)于元話語(yǔ)的研究中，研究者大多依照Halliday 語(yǔ)言功能理論，把元話語(yǔ)劃分為“篇章元話語(yǔ)”和“人際元話語(yǔ)”兩大范疇( Vande Kopple 1985; Crismore，et al 1993) 。Adel( 2006: 18) 突破了以Halliday 功能理論為基礎(chǔ)的元話語(yǔ)研究范式，以Jakobson( 1998) 的語(yǔ)言功能理論為

24、依據(jù)，提出了“反身元話語(yǔ)”的概念。她從Jakobson 提出的六種語(yǔ)言功能中提取了元語(yǔ)言、表達(dá)和指示這三種功能來(lái)論述元話語(yǔ)現(xiàn)象。這三個(gè)功能的焦點(diǎn)分別是篇章/語(yǔ)碼、作者和讀者。Hyland (2005) considered metadiscourse interactive discourse is used to negotiate the meaning of self-reflection (reflexive) forms of expression, the author of consciousness contribute to the performance of the re

25、aders, emphasizing the communicative social members. Therefore, whether or interpersonal discourse metadiscourse metadiscourse have evaluated attitudes and participation interpersonal significance. On this basis, he metadiscourse divided into two major categories of communication and interaction. Co

26、mmunication class metadiscourse help guide readers to pay attention to the organization of discourse, including the transition tag (transition markers), the frame marker (frame markers), back to the index record (endophoric markers), Evidentiality mark (evidentials), code-language comments (code glo

27、sses). Interactive class metadiscourse include blurred language (hedges), enhances the language (boosters), attitudes mark (attitude markers), claiming language (self mention) and interventional mark (engagement markers).Internal external chapter metadiscourse classification by Ifantidou (2005) rais

28、ed. Internal chapter metadiscourse refers to a relationship between the different parts of the same chapter between internal; external chapter metadiscourse refer to different chapters, relations within the meaning of different authors, or at different times in the same chapter author. For each clas

29、s, he listed some specific language means of expression, but also pointed out that linguistic expression is not exhaustive list.In addition, Adel (2006) from the perspective of "Discourse world" to Metadiscourse divided into two main forms: Metadiscourse and author - reader interaction. Yu

30、an discourse role is to guide the reader and the text in the language of the evaluation; author - reader interaction is to establish and maintain relationships with readers.In addition to metadiscourse classification, some researchers focus on metadiscourse a specific expression, such as hedges and

31、modality markers and the like. As Vande (1985, 2002) from a functional perspective meta discourse research, analysis metadiscourse chapter function and interpersonal function; Hyand (1998, 1999, 2000, 2005) many times in recent years to explore, such as fuzzy language, enhances the language, etc. me

32、tadiscourse function in science and technology discourse and academic discourse; Hyland & Tse (2004) also devoted to punctuation, etc. play metadiscourse function; Kumpf (2000) from a visual point of view, such as the layout of typography, colors, etc. to discuss yuan discourse; Thompson (2003)

33、investigated the tone of academic lectures as metadiscourse group chapter function.3 元話語(yǔ)研究綜述國(guó)內(nèi)外不少學(xué)者從各個(gè)角度對(duì)元話語(yǔ)進(jìn)行了研究， 并取得了令人矚目的成果。國(guó)外研究方面，大致圍繞以下兩方面進(jìn)行：（1）研究文化差異對(duì)元話語(yǔ)使用的影響；（2）研究元話語(yǔ)的使用對(duì)寫作質(zhì)量的影響。就第一個(gè)方面開展的實(shí)證研究如Crismore, Markkanen 和Steffensen （1993）、Bloch 和Chi （1995）、Valero -Garcés （1996）、Moreno（1997，2004）

34、、Dahl（2004）等。其中，Crismore，Markkanen 和Steffensen（1993）比較了美國(guó)大學(xué)生和芬蘭大學(xué)生在使用元話語(yǔ)手段方面的文化和性別的差異。他們發(fā)現(xiàn)芬蘭學(xué)生比美國(guó)學(xué)生使用的元話語(yǔ)要多，男學(xué)生比女學(xué)生使用的元話語(yǔ)要多，兩國(guó)學(xué)生使用的人際元話語(yǔ)都比篇章元話語(yǔ)多；其中，芬蘭男生用的最多, 美國(guó)男生用的最少。這說(shuō)明在使用元話語(yǔ)手段的過(guò)程中確實(shí)存在著文化和性別差異。就第二個(gè)方面開展的實(shí)證研究如Intaraprawat（1988）、Barton（1993）、Longo（1994）、Intaraprawat 和Steffensen （1995）、Cheng 和Steffens

35、en（1997）、Shaw 和Liu（1998）、Hewings 和Hewings（2002）等。其中， Intaraprawat 和Steffensen（1995）分析了12 名把英語(yǔ)作為二語(yǔ)的美國(guó)留學(xué)生的議論文發(fā)現(xiàn)， 質(zhì)量好的作文比質(zhì)量差的作文使用更多類型的互動(dòng)型元話語(yǔ)手段。他們認(rèn)為，寫作技能高的學(xué)生意識(shí)到了讀者的需要， 因此使用了一些元話語(yǔ)特征使文章更為讀者接受。Cheng 和Steffensen（1997）在美國(guó)一所大學(xué)選擇了兩個(gè)班的學(xué)生為研究對(duì)象，來(lái)考察能否通過(guò)給學(xué)生傳授元話語(yǔ)知識(shí)，使其在寫作中學(xué)會(huì)使用元話語(yǔ)。研究發(fā)現(xiàn)，實(shí)驗(yàn)班學(xué)生作文的得分更高， 因此他們認(rèn)為， 元話語(yǔ)的使用對(duì)提高作

36、文質(zhì)量起著很大的作用。國(guó)內(nèi)元話語(yǔ)相關(guān)的實(shí)證研究主要由徐海銘（2001）、成曉光和姜暉（2004）、徐海銘和龔世蓮（2006）、于建平（2007）李書倉(cāng)和孫一鳳等人開展。這類實(shí)證研究把中國(guó)學(xué)生作為研究對(duì)象。中國(guó)學(xué)生是在非自然環(huán)境下學(xué)習(xí)英語(yǔ),并把英語(yǔ)作為一門外語(yǔ)來(lái)學(xué)習(xí)的。這就區(qū)別于母語(yǔ)為英語(yǔ)的本族學(xué)生。其中，成曉光和姜暉（2004）通過(guò)對(duì)一所師范大學(xué)英語(yǔ)專業(yè)三年級(jí)學(xué)生進(jìn)行實(shí)驗(yàn)，研究元話語(yǔ)在英語(yǔ)寫作中的作用。研究結(jié)果證明，講授元話語(yǔ)是提高學(xué)生寫作水平的一個(gè)有效方法。于建平（2007）統(tǒng)計(jì)了元話語(yǔ)在科技論文語(yǔ)料庫(kù)中的分布情況，通過(guò)分析元話語(yǔ)在實(shí)現(xiàn)科技論文的語(yǔ)體特征，實(shí)現(xiàn)論文與作者、讀者之間的互動(dòng)中所發(fā)

37、揮的作用， 揭示了元話語(yǔ)在科技論文中的功能和應(yīng)用規(guī)律，用以提高科技論文作者在英語(yǔ)論文寫作時(shí)正確使用元話語(yǔ)的意識(shí)和能力，提高英語(yǔ)科技論文的寫作和翻譯質(zhì)量。曹鳳龍、王曉紅通過(guò)對(duì)比研究中美兩國(guó)大學(xué)生三十篇議論文，揭示中美兩國(guó)學(xué)生寫作中元話語(yǔ)實(shí)用的異同。中美兩國(guó)學(xué)生的議論文中頻繁使用元話語(yǔ)，以篇章標(biāo)記詞最多，但是中國(guó)學(xué)生由于語(yǔ)言水平有限，目標(biāo)語(yǔ)輸入質(zhì)量不高，作文評(píng)價(jià)標(biāo)準(zhǔn)不完善等問(wèn)題，在英語(yǔ)寫作中存在過(guò)度使用“語(yǔ)篇連接詞”的現(xiàn)象，而委婉語(yǔ)和態(tài)度標(biāo)記詞的使用量卻少于美國(guó)學(xué)生。這在很大程度上反映了中國(guó)英語(yǔ)寫作教學(xué)缺乏對(duì)學(xué)生建立“作者 讀者”關(guān)系意識(shí)的培養(yǎng)，沒(méi)有將讀者的需求納入到寫作過(guò)程中。此外李書倉(cāng)和孫一鳳

38、也指出掌握元話語(yǔ)和使用元話語(yǔ)在口語(yǔ)教學(xué)中應(yīng)同時(shí)進(jìn)行。Review of Empirical Study metadiscourseMany scholars at home and abroad from all angles metadiscourse were studied, and achieved remarkable results. Foreign research, roughly around the following two aspects: Impact (1) study of cultural differences on metadiscourse use; af

39、fect (2) study metadiscourse quality of writing. On empirical research carried out in the first aspect as Crismore, Markkanen and Steffensen (1993), Bloch and Chi (1995), Valero -Garcés (1996), Moreno (1997,2004), Dahl (2004) and so on. Wherein, Crismore, Markkanen and Steffensen (1993) compare

40、d the differences between American culture and gender of students and university students in Finland means use of meta discourse aspects. They found that Finnish students than metadiscourse American students to be more male students than to female students metadiscourse, interpersonal metadiscourse

41、two students more than the chapters Metadiscourse; wherein Finnish boys with the most, the United States Boys with the least. This shows that the use of meta discourse process means the existence of cultural and gender differences.The second aspect on empirical research conducted as Intaraprawat (19

42、88), Barton (1993), Longo (1994), Intaraprawat and Steffensen (1995), Cheng and Steffensen (1997), Shaw and Liu (1998), Hewings and Hewings ( 2002). Wherein, Intaraprawat and Steffensen (1995) analyzed 12 English as a Second Language students argumentative American discovery, poor quality of good qu

43、ality essay writing than to use more types of interactive elements means words. They believe that writing skills of students to realize the need for high-readers, so use a number of features to make the article more metadiscourse reader to accept. Cheng and Steffensen (1997) at a university in the U

44、nited States selected two classes of students for the study, to examine whether by metadiscourse knowledge to teach students to learn to use in writing Metadiscourse. The study found that higher test score student writing class, so they think, using meta discourse to improve the quality of writing p

45、lays a big role.Empirical research relevant domestic Metadiscourse mainly by 徐海銘 (2001), as Jiang Xiaoguang and Hui (2004), 徐海銘 and 龔世蓮 (2006), in Jianping (2007) Shu warehouse and 孫一鳳, who carried out. Such empirical study of the Chinese students study. Chinese students are learning English in a no

46、n-natural environment, and English as a foreign language to learn. This is different from native English speaking students the family. Among them, a Xiaoguang and Kang Hui (2004) through a third-year English major student Normal experiment to study the role metadiscourse in English Writing. Research

47、 results show that teaching is to improve students' writing metadiscourse level of an effective way. In Jianping (2007) statistics metadiscourse corpus of scientific papers in the distribution, by analyzing metadiscourse achieving stylistic characteristics of scientific papers, papers realize th

48、e role interaction with the author, the reader played in between, reveals metadiscourse functions and applications in scientific papers in the law to improve the technology used correctly metadiscourse authors at the time of writing English papers awareness and ability to improve the quality of Engl

49、ish writing and translation of scientific papers. Caofeng Long, Wang Xiaohong comparative study by Chinese and American College Students thirty arguments, the two countries reveal students' writing metadiscourse practical similarities and differences. Chinese and American students argumentative

50、frequently used metadiscourse to chapter Marker most, but Chinese students due to limited language skills, the target language input quality, and composition evaluation criteria imperfect, exists in English writing overuse " languageArticles conjunctions "phenomenon, and the amount of use

51、euphemisms and word mark attitude but less than American students in large part reflects the lack of Chinese English Teaching students to build." Author - Training reader "relationship of consciousness, no will incorporate the needs of readers to the writing process. Further Shu-bin and 孫一

52、鳳 also pointed to grasp and use metadiscourse metadiscourse should be carried out simultaneously in the spoken language teaching.Previous Studies on Metadiscourse Metadiscourse is a hot topic in discourse analysis and great achievements have been made both at home and abroad.元話語(yǔ)在學(xué)術(shù)語(yǔ)篇中尤其重要,它是勸說(shuō)性、報(bào)道性語(yǔ)

53、篇的重要構(gòu)篇機(jī)制。因?yàn)樵捳Z(yǔ)手段“反映了作者對(duì)讀者的理解能力、語(yǔ)境資源和語(yǔ)篇經(jīng)歷的認(rèn)識(shí)”。(楊信彰,2008 :xi)Besides, metadiscourse is a vital component in academic discourses and persuasive reports because it reflects the author's understanding of the readers comprehensive capability, the context and experience of discourse. " (Yangxin Zh

54、ang, 2008: xi)Significance of the study1959 年 Harris 提出“元話語(yǔ)”這個(gè)術(shù)語(yǔ)，指理解語(yǔ)言使用、表示作者或說(shuō)話人引導(dǎo)受眾理解語(yǔ)篇的一種方法。此后，Williams、Vande Kopple、Crismore、Hyland等多名學(xué)者對(duì)元話語(yǔ)做出研究并對(duì)元話語(yǔ)的定義和分類提出不同的觀點(diǎn)。同時(shí)在此基礎(chǔ)上，還有許多學(xué)者對(duì)元話語(yǔ)進(jìn)行實(shí)證研究。但這些研究大多數(shù)只關(guān)注元話語(yǔ)與寫作的關(guān)系，很少關(guān)注元話語(yǔ)的修辭功能。 1989 年 Crismore 提出話語(yǔ)包括兩個(gè)層面，基本話語(yǔ)和元話語(yǔ)?；驹捳Z(yǔ)表達(dá)關(guān)于話題的命題信息, 元話語(yǔ)告訴讀者如何理解、評(píng)述關(guān)于話題的命

55、題信息?；驹捳Z(yǔ)實(shí)現(xiàn)了語(yǔ)言的概念功能, 元話語(yǔ)實(shí)現(xiàn)了語(yǔ)言的人際及語(yǔ)篇功能。元話語(yǔ)是說(shuō)話人作者用于構(gòu)建連貫語(yǔ)篇、投射自己對(duì)命題內(nèi)容或受眾的態(tài)度、協(xié)調(diào)與受眾之間關(guān)系的一種重要手段。同時(shí)也是連接語(yǔ)篇與語(yǔ)境的重要紐帶。在交際中，說(shuō)話人作者除了傳遞信息、表達(dá)思想外，往往還會(huì)嵌入自己的觀點(diǎn).元話語(yǔ)同樣也有修辭功能。本質(zhì)上，修辭就是說(shuō)服的藝術(shù)，是一種對(duì)沒(méi)有正式、絕對(duì)證據(jù)的問(wèn)題進(jìn)行說(shuō)理的活動(dòng)。Aristotle 在修辭一書中提出三種說(shuō)服手段,即氣質(zhì)、動(dòng)情、說(shuō)理。氣質(zhì)關(guān)注的是說(shuō)話人作者的品質(zhì)與可信度；動(dòng)情關(guān)注的是情感方面，聚焦在受眾而不是說(shuō)話人作者的特點(diǎn)；而說(shuō)理則與文章本身相關(guān)，如文章結(jié)構(gòu)安排、長(zhǎng)度、復(fù)雜度、論

56、點(diǎn)及論據(jù)等。 In 1959, Harris proposed the term metadiscourse to refer to the way of understanding language in use, representing that authors or speakers guide receivers to perceive a text. Since then, Williams, Vande Kopple, Crismore, Hyland and many other scholars have made plenty of researches on metadi

57、scourse and put forward different views on definitions and classifications of metadiscourse. At the same time, there are many scholars who made many empirical researches on it. But most of these studies focus on relationship between metadiscourse and writing, with little attention to the rhetorical

58、function of metadiscourse.In 1989, Crismore proposed discourse consists of two levels, primary discourse and metadiscourse. Primary discourse expresses the proposition information of the topic of a text, and metadiscourse tells the readers how to understand, review the proposition information on a topic. In the other words, the former implements the conceptual function of language, and metadiscou