对比修辞:第二语言写作的跨文化层面
点击看大图基本信息
- 原书名：Contrastive Rhetoric Cross-Cultural Aspects of Second-Language Writing
- 作者： （美）Ulla Connor
- 丛书名： 剑桥应用语言学丛书
- 出版社：上海外语教育出版社
- ISBN：7810802836
- 上架时间：2004-1-1
- 出版日期：2001 年10月
- 开本：32
- 页码：201
- 版次：1-1
- 所属分类：
外语 > 英语 > 写作
内容简介回到顶部↑
全书共分三大部分，每一部分下面又分出若干章节。作者在 第一部分对对比修辞的研究范围进行重新界定，简要描述了其他研究领域，诸如应用语言学、修辞学、篇章语言学、话语类型学等对对比修辞发展所产生的影响。第二部分中，作者详细论述了其他学科，如写作教学研究、篇章语言学、人类文化学以及翻译研究等领域给予对比修辞的影响与贡献。第三部分则讨论了对比修辞研究本身的重大启示意义。
目录回到顶部↑
series editors' preface ix
preface xi
i preliminaries; early phases of the field 1
i toward an extended definition of contrastive rhetoric 3
writing in a second language: anecdotal evidence about
problems and solutions 3
study of second language writing: the emergence of
contrastive rhetoric 5
aims, purposes, and outline of this book 6
building a comprehensive theory of contrastive rhetoric
contrastive rhetoric studies in applied linguistics 12
contrastive analysis, error analysis, and analysis of
interlanguage 12
development of contrastive rhetoric: parallel with contrastive
analysis 14
international englishes 16
new directions in contrastive rhetorical research in applied
linguistics contexts 18
summary 26
historical evolution of contrastive rhetoric: from kaplan's
preface xi
i preliminaries; early phases of the field 1
i toward an extended definition of contrastive rhetoric 3
writing in a second language: anecdotal evidence about
problems and solutions 3
study of second language writing: the emergence of
contrastive rhetoric 5
aims, purposes, and outline of this book 6
building a comprehensive theory of contrastive rhetoric
contrastive rhetoric studies in applied linguistics 12
contrastive analysis, error analysis, and analysis of
interlanguage 12
development of contrastive rhetoric: parallel with contrastive
analysis 14
international englishes 16
new directions in contrastive rhetorical research in applied
linguistics contexts 18
summary 26
historical evolution of contrastive rhetoric: from kaplan's
前言回到顶部↑
1999年5月至2000年6月间，上海外语教育出版社先后出版了从牛津大学出版社引进的"牛津应用语言学丛书"19种、"牛津语 言学入门丛书"6种和"牛津应用语言学丛书续编"10种，受到了外 语界师生的一致好评和欢迎。为了向我国的外语教学与研究人员 提供更多的有关专著，帮助读者了解近年来国外应用语言学和外语教学研究的理论，促进我国外语教学研究水平的提高，上海外语 教育出版社又精心挑选了剑桥大学出版社的应用语言学丛书10 种，形成与"牛津应用语言学丛书"相辅相成的"剑桥应用语言学丛 书"。相信这套丛书也同样能开阔我国学者的视野，通过借鉴国外 研究成果，进一步总结我国自己的外语教学经验，形成具有中国特 色的外语教学理论。
对比修辞是一门相对年轻的跨学科研究分支，主要探讨人们 的第一语言与文化对其运用第二语言进行写作时所产生的影响问 题。《对比修辞：第二语言写作的跨文化层面》即为介绍对比修辞领域研究现状的一部学术专著。作者尤拉·康纳(Ulla Connor)为 印第安纳大学印第安纳波利斯分校的英语教授，是该研究领域的 专家。
全书共分三大部分，每一部分下面又分出若干章节。作者在第一部分对对比修辞的研究范围进行重新界定，简要描述了其他研究领域，诸如应用语言学、修辞学、篇章语言学、话语类型学等对对比修辞发展所产生的影响。继而，作者就对比修辞的发展历史追根溯源，详细介绍了自卡普兰(Kaplan)1966开该领域研究之先河之后各语种对比修辞研究的不断扩展与深入。作者选取了阿拉 伯语、汉语、日语、朝鲜语、德语、芬兰语、西班牙语及捷克语为范 例，或详或简介绍了它们与英语的对比修辞研究成果。第二部分中，作者详细论述了其他学科，如写作教学研究、篇章语言学、人类文化学以及翻译研究等领域给予对比修辞的影响与贡献。首先，作者回顾了有关写作教学的四种主要观点--即基于西方传统修辞学的写作教学方式、自我表达式、认知式和社会建构式--它们的主要内容及其对对比修辞研究的影响；然后，作者对篇章语言学作了简要介绍，肯定了其对20世纪80年代对比修辞的复兴所产生的积极作用；继而，作者从心理学、人类学、教育学和应用语言学等角度探讨了"写作是一种深嵌于文化的行为"这一论题；之后，作者又以其独到的视角对两门学科，即对比修辞和翻译学进行了相似性比较，指出了翻译研究对对比修辞研究的借鉴意义；最后，作者对对比修辞中的分体裁写作研究进行了详细论述，按学校作业型写作、学术型写作、职业型写作三大类别作了详细探讨。第三部分则讨论了对比修辞研究本身的重大启示意义。在介绍了该学科的研究方法之后，作者阐述了对比修辞，特别是篇章对比研究、过程法写作对比研究和外语环境下的分体裁对比研究对于写作教学的启示，并简要论述了对比修辞对跨文化环境下的第二语言写作评估所具有的启示意义。最后，作者对对比修辞的未来研究方向提出了自己的建议。这些建议对于有志于该领域研究的人士来说，无疑具有一定的引导作用。
作者的论述有回顾，有分析，有展望，内容涉及面广；而且作为一名芬兰移民，作者现身说法，更加增强了本书观点的可信性。
本书可供从事第二语言写作教学的教师和研究人员使用，也可作为英语专业研究生及其他读者的参考资料。
During this book's gestation, I was influenced by several competing view-points of writing research. Along with many others in the profession,Robert B. Kaplan's 1966 seminal "doodles" article had a great impact onmy teaching and L2 writing research. For five consecutive years, BobKaplan and I organized a session on contrastive rhetoric at the Interna-tional TESOL Conference. During this period the late John Hinds trans-formed contrastive rhetorical research because of his rigorous text analy-sis combined with an acute understanding of the L1 languages andcultures. John Hinds was a forceful presence at our contrastive rhetoriccolloquia at TESOL. The proceedings eventually resulted in a collectionof essays that redirected contrastive rhetoric towards a more text analyticapproach (Connor and Kaplan, 1987).
Since the mid 1980s, four notable experiences - outside the main-stream ESL/EFL teaching- have shaped my views about the teaching andresearch of writing. First, collaborating with the rhetorician Janice Lauerin research on persuasive writing cross-culturally proved a valuable linkin connecting classical theories of rhetoric and composition for L1writers in the United States with the study of second-language writing.Second, my association with the International Education AchievementProject, directed by Alan C. Purves, on the writing achievement of schoolstudents in 14 countries was an eye-opener about the need for carefullydesigned writing tasks, scoring scales, and systems of analyses iff cross-cultural analyses of writing. Third, my involvement in the NORDTEXTwriting group in the Nordic countries - initiated by Nils Erik Enkvist and later led by Lars Evensen - instructed me about the special needs ofteachers and researchers of writing in EFL situations. Finally, as a mem-ber of the Antwerp-Indianapolis-Turku project (with Ken Davis, Teun DeRycker, Pict Verckens, and Meg Phillips), in which international businesswriting is taught to students in the three countries simultaneously, I havebecome more keenly tuned to the subtle interactions among language,culture, and writing for specific purposes in the international writingarena.
In the process of writing this book through discussions and correspon-dence, I am particularly indebted to the following individuals: Bob Kaplan for his continued encouraging discussions clarifying my views about the role of contrastive rhetoric in applied linguistics; Nils Erik Enkvist for invaluable guidance in the interconnections among related fields having an impact on contrastive rhetoric such as translations stud- ies; Sauli Takala for many insightful discussions and sharing his own writings about the reinterpretations of the Sapir-Whorf hypothesis and other crucial matters of this book; Ann Johns and John Swales for intro- ducing me to genre analysis; Patricia Carrell, Joan Carson, Andrew Chesterman, Nils Erik Enkvist, Lars Evensen, Bill Grabe, Paula Kalaja,Janice Lauer, Ilona Leki, Alan Purves, and Ann Raimes for their helpful critiques of early drafts of certain chapters; Diane Belcher, Guanjun Cai, Sonja Tirkkonen Condit, Shoshana Folman, Tom Huckin, Anncha Lindeberg, Anna Mauranen, Paul Prior, Eija Ventola, and Hilkka Yli-Jokipii for generously sharing their work on writing across cultures.
I am grateful to my students throughout the years at GeorgetownUniversity, at Indiana University in Indianapolis, and at several SummerTESOL Institutes for their comments and observations concerning earlypieces of this book, and in many cases for collaboration on related writ-ing projects. Among the most memorable contributors are Dwight Atkin-son, Linda Jacobsen, Susan Mayberry, Peter McCagg, Ildiko Melis,Miyuki Sasaki, and Robert Springer.
I wish to thank the Department of English and the School of LiberalArts at Indiana University in Indianapolis for granting me a reducedteaching load one semester as well as providing clerical assistance. PaulaPace, Stuart Schleus, Bill Stuckey, and Susan Springer provided assistancein word processing and editing. Maggie Robillard worked faithfully andpatiently during the last few months of manuscript revision even whileshe was finishing her own undergraduate studies. Ken Davis and HelenSchwartz, faculty colleagues, provided moral support and encourage-ment. I also owe thanks to the ESL faculty, Karen Asenavage, Mary Boyd,and Barbara Zimmer, for their continued support as well as to the ESLstudents for sharing their writing with me.
During final stages of preparation of the book, I have experienced thegenerous hospitality of two universities in Finland:Abo Akademi Univer-sity, where Roger Sell hosted my Donner Visiting Research professorshipin the Fall of 1994 and where I collaborated with Haikan Ringbom oncross-cultural research; and the University of Jyvaiskyla where Kari Sa-javaara provided me research facilities on two occasions during the com-pletion of this book.
I would like to acknowledge the extremely helpful and stimulatingreviews by the two anonymous readers recruited by Cambridge Univer-sity Press. I wish to recognize the series co-editor Jack Richards for help-ing to focus the book at the initial stages as well as his continual counsel.Mary Vaughn, the Executive Editor, deserves thanks for her patience incommunications related to the book, and Mary Carson for carefulediting.
However large the constellation of supporters and friends connectedwith this book, there is one person who outshines them all. Ray Keller,professor emeritus, took tremendous trouble to read the many drafts ofeach chapter carefully, quickly, and with minute attention to the smallestdetail. His comments not only improved the manuscript, but, more im-portant, gave me an enthusiastic reader, making the writing process al-most a joy. Ray is a linguist's linguist. I feel fortunate to have such adevoted former mentor - a role model of a linguist, scholar, teacher, andfriend.
Finally, I thank John and Timo Connor, my husband and son, for theircontinued support and encouragement, for cheering me up by producingpleasant distractions of various kinds including gourmet meals and fam-ily trips. John, a competent writer of English himself and erstwhile col-laborator, has been a tireless commentator on my research and writingthroughout the years. Without his belief in me and my career, this bookwould have never been written. Ulla Connor
对比修辞是一门相对年轻的跨学科研究分支，主要探讨人们 的第一语言与文化对其运用第二语言进行写作时所产生的影响问 题。《对比修辞：第二语言写作的跨文化层面》即为介绍对比修辞领域研究现状的一部学术专著。作者尤拉·康纳(Ulla Connor)为 印第安纳大学印第安纳波利斯分校的英语教授，是该研究领域的 专家。
全书共分三大部分，每一部分下面又分出若干章节。作者在第一部分对对比修辞的研究范围进行重新界定，简要描述了其他研究领域，诸如应用语言学、修辞学、篇章语言学、话语类型学等对对比修辞发展所产生的影响。继而，作者就对比修辞的发展历史追根溯源，详细介绍了自卡普兰(Kaplan)1966开该领域研究之先河之后各语种对比修辞研究的不断扩展与深入。作者选取了阿拉 伯语、汉语、日语、朝鲜语、德语、芬兰语、西班牙语及捷克语为范 例，或详或简介绍了它们与英语的对比修辞研究成果。第二部分中，作者详细论述了其他学科，如写作教学研究、篇章语言学、人类文化学以及翻译研究等领域给予对比修辞的影响与贡献。首先，作者回顾了有关写作教学的四种主要观点--即基于西方传统修辞学的写作教学方式、自我表达式、认知式和社会建构式--它们的主要内容及其对对比修辞研究的影响；然后，作者对篇章语言学作了简要介绍，肯定了其对20世纪80年代对比修辞的复兴所产生的积极作用；继而，作者从心理学、人类学、教育学和应用语言学等角度探讨了"写作是一种深嵌于文化的行为"这一论题；之后，作者又以其独到的视角对两门学科，即对比修辞和翻译学进行了相似性比较，指出了翻译研究对对比修辞研究的借鉴意义；最后，作者对对比修辞中的分体裁写作研究进行了详细论述，按学校作业型写作、学术型写作、职业型写作三大类别作了详细探讨。第三部分则讨论了对比修辞研究本身的重大启示意义。在介绍了该学科的研究方法之后，作者阐述了对比修辞，特别是篇章对比研究、过程法写作对比研究和外语环境下的分体裁对比研究对于写作教学的启示，并简要论述了对比修辞对跨文化环境下的第二语言写作评估所具有的启示意义。最后，作者对对比修辞的未来研究方向提出了自己的建议。这些建议对于有志于该领域研究的人士来说，无疑具有一定的引导作用。
作者的论述有回顾，有分析，有展望，内容涉及面广；而且作为一名芬兰移民，作者现身说法，更加增强了本书观点的可信性。
本书可供从事第二语言写作教学的教师和研究人员使用，也可作为英语专业研究生及其他读者的参考资料。
During this book's gestation, I was influenced by several competing view-points of writing research. Along with many others in the profession,Robert B. Kaplan's 1966 seminal "doodles" article had a great impact onmy teaching and L2 writing research. For five consecutive years, BobKaplan and I organized a session on contrastive rhetoric at the Interna-tional TESOL Conference. During this period the late John Hinds trans-formed contrastive rhetorical research because of his rigorous text analy-sis combined with an acute understanding of the L1 languages andcultures. John Hinds was a forceful presence at our contrastive rhetoriccolloquia at TESOL. The proceedings eventually resulted in a collectionof essays that redirected contrastive rhetoric towards a more text analyticapproach (Connor and Kaplan, 1987).
Since the mid 1980s, four notable experiences - outside the main-stream ESL/EFL teaching- have shaped my views about the teaching andresearch of writing. First, collaborating with the rhetorician Janice Lauerin research on persuasive writing cross-culturally proved a valuable linkin connecting classical theories of rhetoric and composition for L1writers in the United States with the study of second-language writing.Second, my association with the International Education AchievementProject, directed by Alan C. Purves, on the writing achievement of schoolstudents in 14 countries was an eye-opener about the need for carefullydesigned writing tasks, scoring scales, and systems of analyses iff cross-cultural analyses of writing. Third, my involvement in the NORDTEXTwriting group in the Nordic countries - initiated by Nils Erik Enkvist and later led by Lars Evensen - instructed me about the special needs ofteachers and researchers of writing in EFL situations. Finally, as a mem-ber of the Antwerp-Indianapolis-Turku project (with Ken Davis, Teun DeRycker, Pict Verckens, and Meg Phillips), in which international businesswriting is taught to students in the three countries simultaneously, I havebecome more keenly tuned to the subtle interactions among language,culture, and writing for specific purposes in the international writingarena.
In the process of writing this book through discussions and correspon-dence, I am particularly indebted to the following individuals: Bob Kaplan for his continued encouraging discussions clarifying my views about the role of contrastive rhetoric in applied linguistics; Nils Erik Enkvist for invaluable guidance in the interconnections among related fields having an impact on contrastive rhetoric such as translations stud- ies; Sauli Takala for many insightful discussions and sharing his own writings about the reinterpretations of the Sapir-Whorf hypothesis and other crucial matters of this book; Ann Johns and John Swales for intro- ducing me to genre analysis; Patricia Carrell, Joan Carson, Andrew Chesterman, Nils Erik Enkvist, Lars Evensen, Bill Grabe, Paula Kalaja,Janice Lauer, Ilona Leki, Alan Purves, and Ann Raimes for their helpful critiques of early drafts of certain chapters; Diane Belcher, Guanjun Cai, Sonja Tirkkonen Condit, Shoshana Folman, Tom Huckin, Anncha Lindeberg, Anna Mauranen, Paul Prior, Eija Ventola, and Hilkka Yli-Jokipii for generously sharing their work on writing across cultures.
I am grateful to my students throughout the years at GeorgetownUniversity, at Indiana University in Indianapolis, and at several SummerTESOL Institutes for their comments and observations concerning earlypieces of this book, and in many cases for collaboration on related writ-ing projects. Among the most memorable contributors are Dwight Atkin-son, Linda Jacobsen, Susan Mayberry, Peter McCagg, Ildiko Melis,Miyuki Sasaki, and Robert Springer.
I wish to thank the Department of English and the School of LiberalArts at Indiana University in Indianapolis for granting me a reducedteaching load one semester as well as providing clerical assistance. PaulaPace, Stuart Schleus, Bill Stuckey, and Susan Springer provided assistancein word processing and editing. Maggie Robillard worked faithfully andpatiently during the last few months of manuscript revision even whileshe was finishing her own undergraduate studies. Ken Davis and HelenSchwartz, faculty colleagues, provided moral support and encourage-ment. I also owe thanks to the ESL faculty, Karen Asenavage, Mary Boyd,and Barbara Zimmer, for their continued support as well as to the ESLstudents for sharing their writing with me.
During final stages of preparation of the book, I have experienced thegenerous hospitality of two universities in Finland:Abo Akademi Univer-sity, where Roger Sell hosted my Donner Visiting Research professorshipin the Fall of 1994 and where I collaborated with Haikan Ringbom oncross-cultural research; and the University of Jyvaiskyla where Kari Sa-javaara provided me research facilities on two occasions during the com-pletion of this book.
I would like to acknowledge the extremely helpful and stimulatingreviews by the two anonymous readers recruited by Cambridge Univer-sity Press. I wish to recognize the series co-editor Jack Richards for help-ing to focus the book at the initial stages as well as his continual counsel.Mary Vaughn, the Executive Editor, deserves thanks for her patience incommunications related to the book, and Mary Carson for carefulediting.
However large the constellation of supporters and friends connectedwith this book, there is one person who outshines them all. Ray Keller,professor emeritus, took tremendous trouble to read the many drafts ofeach chapter carefully, quickly, and with minute attention to the smallestdetail. His comments not only improved the manuscript, but, more im-portant, gave me an enthusiastic reader, making the writing process al-most a joy. Ray is a linguist's linguist. I feel fortunate to have such adevoted former mentor - a role model of a linguist, scholar, teacher, andfriend.
Finally, I thank John and Timo Connor, my husband and son, for theircontinued support and encouragement, for cheering me up by producingpleasant distractions of various kinds including gourmet meals and fam-ily trips. John, a competent writer of English himself and erstwhile col-laborator, has been a tireless commentator on my research and writingthroughout the years. Without his belief in me and my career, this bookwould have never been written. Ulla Connor
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