| Summary: | 碩士 === 國立臺灣師範大學 === 華語文教學系 === 103 === In research genres, it is well recognized that journal articles represent disciplinary authority, especially articles with IMRD structures. However, in IMRD structures, the writing standards in Discussion section is still lack of a common consensus. Therefore, this study aims to discover the usage of writing strategies applied in Discussion section in Chinese as Second Language (CSL) journals.
In order to achieve this goal, we selected two reputational CSL journals, Taiwan Journal of Chinese as a Second Language and Journal of Chinese Language Teaching in the 2014 issue, and used research articles with IMRD structure as our research target. For the purpose of acquiring better understanding in the Discussion section, we looked into the data from two aspects: structure function and metadiscourse marker usage. To analyze the organization of Discussion section, we adopted the Moves analysis from Lewin et al. (2001). To discover how researchers organize the Moves logically and how they interact with the readers, we applied Hyland (2004, 2005)’s metadiscourse resources as our reference.
Our results show that, in CSL journals, the Moves that researchers tend to use the most are the ones that help writers to report, evaluate, and interpret the research results. As to section organization, in the beginning of the section, writers have the tendency to use the Moves that report and evaluate and present the conclusion by reporting the most important results again or providing suggestions for future studies. Furthermore, to enhance the arguments, writers repeatedly use the same Moves. As to the use of metadiscourse, our results suggest that in the field of CSL, researchers tend to use more interactional resources, especially transition, to organize the arguments. In interactive resources, engagement markers are favored. We also discovered that the use of metadicourse is affected by the function of Moves. To sum up, based on our results, we will present a pedagogical application in Chapter 5, such as examples of Moves and metadicourse markers usage, and a mock teaching plan.
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