- 学术语篇中的知识情绪(认知语义视角)(英文版)
- - 作者：王倩|责编:邵成军
  - 出版社：中国海洋大学
  - ISBN：9787567036796
  - 出版日期：2023/11/01
  - 页数：238
- 售价：23.2

内容大纲
本研究基于认知语义视角，对英语学术语篇中认知情绪标记语进行多视角研究，除构拟其语义分析框架，揭示不同情感认知语义表征的相似性和独有性外，还探究了不同学科、不同性别学者、跨区域话语社团和不同时期与学术话语情感介入和情感评价的关系，窥探情感、语言、认知、社会文化与学科知识建构之间的联系。研究发现，虽然不同学科、不同性别和来自不同区域话语社团的学者总体上使用知识情绪标记建构学科知识时并未呈现出显著差异，但学者在学术发表中使用知识情绪标记进行学术交流的愿望日趋增加。
作者介绍
王倩香港理工大学博士，西北工业大学外国语学院副教授，硕士研究生导师。主讲本科生／研究生课程6门，主持／参与多项省部级科研／教育教学改革研究项目及国家级／省级／校级一流课程建设等。
目录
Chapter One  Introduction
  1.1  Research background
  1.2  Research questions
  1.3  Significance of the present study
Chapter Two  Literature Review
  2.1  Knowledge emotions in psychology research
  2.2  Knowledge emotions as evaluative resources in writing
  2.3  Frame semantics and academic writing
  2.4  Disciplinary variations and academic writing
  2.5  Gender-related effects and academic writing
  2.6  Geo-epistemological contexts and academic writing
  2.7  Diachronic changes and academic writing
Chapter Three  Research Methodology
  3.1  Research design
  3.2  Corpus data collection
    3.2.1  Corpus building
    3.2.2  Methods of data coding and analysis
  3.3  Interviews
    3.3.1  Participants
    3.3.2  Interview schedule
    3.3.3  Data analysis
Chapter Four  Semantic Frames of Knowledge Emotion Markers
  4.1  Surprise markers
    4.1.1  Frames and frame elements evoked by surprise markers
    4.1.2  Interconnections among the identified frames of surprise markers
    4.1.3  Coded frame elements and their distributions
    4.1.4  The Surprise frame in RAs
  4.2  Interest markers
    4.2.1  Frames and frame elements evoked by interest markers
    4.2.2  Interconnections among the identified frames of interest markers
    4.2.3  Coded frame elements and their distributions
    4.2.4  The Interest frame in RAs
  4.3  Confusion markers
    4.3.1  Frames and frame elements evoked by confusion markers
    4.3.2  Intereonneetions among the identified frames of confusion markers
    4.3.3  Coded frame elements and their distributions
    4.3.4  The Confusion frame in RAs
  4.4  Comparison among the three knowledge emotion frames
    4.4.1  Trigger as a core frame element for the three knowledge emotion frames
    4.4.2  Explanation as a core frame element for the three knowledge emotion frames
    4.4.3  Resolution as a core frame element for the Surprise frame
    4.4.4  Degree as a peripheral frame element for the three knowledge emotion frames
    4.4.5  Experiencer as a peripheral frame element for the three knowledge emotion frames
  4.5  A generic frame for knowledge emotions in RAs
Chapter Five  Use of Knowledge Emotion Markers in Research Articles: Quantitative Findings
  5.1  Cross-disciplinary differences in the use of knowledge emotion markers
    5.1.1  Use of surprise markers
    5.1.2  Use of interest markers
    5.1.3  Use of confusion markers
  5.2  Gender-based differences in the use of knowledge emotion markers

    5.2.1  Use of surprise markers by gender
    5.2.2  Use of interest markers by gender
    5.2.3  Use of confusion markers by gender
  5.3  Location-based differences in the use of knowledge emotion markers
    5.3.1  Use of surprise markers by authors' geo-academic location
    5.3.2  Use of interest markers by authors' geo-academic location
    5.3.3  Use of confusion markers by authors' geo-academic location
  5.4  Diachronic differences in the use of knowledge emotion markers
    5.4.1  Use of surprise markers by time
    5.4.2  Use of interest markers by time
    5.4.3  Use of confusion markers by time
Chapter Six  Use of Knowledge Emotion Markers in Research Articles: Qualitative Findings
  6.1  Cross-disciplinary differences in the use of knowledge emotion markers
    6.1.1  Disciplinary knowledge-making conventions: shared vs distinct
    6.1.2  Legitimating knowledge claims : knowledge-oriented vs knower-oriented
  6.2  Gender-based differences in the use of knowledge emotion markers
    6.2.1  Perceptions of successful academic communication: clarity vs conciseness
    6.2.2  Status in academia: visible vs invisible
  6.3  Location-based differences in the use of knowledge emotion markers
    6.3.1  English as a linguistic choice: advantageous vs disadvantageous
    6.3.2  Accessibility to the knowledge production market: dominant vs marginalized
  6.4  Diachronic differences in the use of knowledge emotion markers
    6.4.1  Gaining acceptance and recognition: publish vs perish
    6.4.2  Evolving scholarly ethos: impersonal vs interpersonal
    6.4.3  Changing academic context: specialized field vs expanded readership
Chapter Seven  Discussion
  7.1  Disciplinary influences on the use of knowledge emotion markers
    7.1.1  Overall use of knowledge emotion markers across disciplines
    7.1.2  Disciplinary influences on the occurrence of the knowledge emotion frame elements
  7.2  Gender influences on the use of knowledge emotion markers
    7.2.1  Overall use of knowledge emotion markers across gender
    7.2.2  Influences of gender on the occurrence of knowledge emotion frame elements
  7.3  Regional influences on the use of knowledge emotion markers
    7.3.1  Overall use of knowledge emotion markers across regions
    7.3.2  Regional influences on the occurrence of knowledge emotion frame elements
  7.4  Influences of time on the use of knowledge emotion markers
    7.4.1  Overall use of knowledge emotion markers across time
    7.4.2  Influences of time on the occurrence of knowledge emotion frame elements
  7.5  Knowledge emotion markers and knowledge-making practices
Chapter Eight Conclusions
  8.1  Major findings
  8.2  Contributions of the present study
  8.3  Pedagogical implications of the present study

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