| With the continuous development of Chinese international education,more and more foreign students are coming to China to receive academic education.As an important part of examining students’ academic ability and scientific research ability,the level of writing is not only related to students’ academic degree,but also related to the achievement of the overall communicative purpose of the dissertation.Conclusion,as the end of an academic paper,is mainly responsible for summarizing research results,proposing research significance and pointing out research limitations etc,and its writing level affects the overall quality of the paper to a certain extent.However,at present,the academic circle has not formed a comprehensive and systematic understanding of the research on academic paper writing.The existing studies mostly focus on English academic papers or the comparison between Chinese and foreign academic papers,and few studies focus on the writing of the conclusion of Chinese academic papers.Based on the corpus retrieval of "Chinese Master’s Theses Full-text Database"（CMFD）,a series database of CNKI.net,this paper selects 50 conclusion parts of master’s dissertations of Chinese and foreign students in different sampling methods for Chinese international education major.According to the move structure model of Yang and Alison（2003）in the conclusion,referring to the research framework of stance markers built by Hyland（2005）etc,BFSU Power Conc 1.0 Beta25 and SPSS22.0 data analysis software were used for retrieval and Chi-square test.By comparing the macro move structure,micro stance markers distribution and the macro and micro combination of stance markers distribution in different steps,we can sort out the existing problems and characteristics of foreign students in writing the conclusion part of the dissertation,and put forward some specific suggestions.Through comparative analysis,this paper draws the following results:First,compared with Chinese students,the completeness of the conclusion part of the dissertation of foreign students is not enough,most of them only contain two moves,or even one move,which leads to unclear structure and logic of the thesis;At the same time,the structure of moves is mostly "Summarising the study+Evaluating the study"（M1+M2）,while the related writing of "Deductions from the research"（M3）is neglected,and the way of move combination is single.Second,foreign students generally use more stance markers than Chinese students,reflecting foreign students are more inclined to interact with readers,but its classification consists of concrete example words is not as rich as Chinese students.At the same time,there is also the use of singular first person pronoun self-mentions "I" to directly express subjective position,and writer visibility is relatively high.Third,the use of stance markers by Chinese and foreign students in different moves is different,but in each move,foreign students have the phenomenon of multiple,less or single use of stance markers.In M1 and M2,most stance markers are used by foreign students more than Chinese students,indicating that foreign students have a stronger awareness of communication with readers.However,in M3,nearly half of stance markers are used by Chinese students more than foreign students,which is related to the fact that foreign students mostly ignore M3 writing and do not understand it well,and it is difficult to present comparison results similar to M1 and M2 in M3.Based on existing research framework,this study analyzes the Chinese international education professional dissertations’ conclusion part of the usage of move structure and stance markers,in order to compare the similarities and differences between Chinese and foreign students,and find the problems existing in the foreign students writing the conclusion,which provides more specific guidance for the teaching suggestions. |
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