36 2

8 Journal of PLA University of Foreign Languages 2013 3

1 2

1 200240 2 100191

JDEST

H315 A 1002-722X 2013 02-0008-08

0
textual sentence stem
TSS
TSS 1
reflexivity Hock- 1. 1
ett1960 TSS Pawley Syder 1983
metadiscourse lexicalized sentence stem LSS Pawley
Syder LSS

TSS

1

2 500
10
3
4
3
lexical sequence pattern
TSS

Sinclair 1991 Idiom Principle TSS


1. 2
TSS
3

2011 06 13
1 1982
2 1955
 2 9

1
TSS n-gram
2 TSS 2 6

3 TSS
1. 3 2 TSS
JDEST TSS TSS
40 TSS
650 1 TSS
Wordsmith 19 JDEST
1
TSS

1 pro v that I think that I think that we believe that 1397

2 pro v to-inf I want to I want to I would like to 186
3 pro modal v that we can see that we can see that 222

4 nv this paper DESCRIBE this paper describes 119

5 n v that TABLE SHOW that Table1. 1 suggests that 3643

6 n v-link that the question is that the problem is that 134

7 n v-link to-inf the objective is to the objective of this paper is to 105
8 n aux v-ed pca RESULT BE presented in / here the result is presented in Table3 67
9 pca pro v in this paper we DESCRIBE in this paper we will discuss 180

1 it v-link adj that it is important that it is important that 925
2 it v-link adj to-inf it is important to it is important to note that 1216
3 it modal v-link that it appears that it appears that 322

4 it aux v-ed by n that it BE found that it is found that 414

5 it modal be v-ed that it should be noted that it should be noted that 248

6 as v-ed pca / by as described above as mentioned above 701

7 as aux be v-ed as will be seen as will be discussed 26
8 as pro aux v as we will see as we noted earlier 44
9 there modal v-link there may be there may be there might be 319

imperatives note thatlet us consider 521

Hunston Francis 2000

Austin1962

JDEST TSS
it v-link 8 cognitive acts
adj that research acts inference acts
TSS it is important that it is important / hedging
essential / critical / vital that it is clear that it is
clear / obvious / apparent / evident that it is possible
that it is possible / likely / unlikely / probable that
TSS 3. 1

3 TSS
JDEST 1453

THINKBELIEVESUPPOSEKNOW
WANTSAYSUGGESTARGUE 1453
5 TSS
1 I think that
 10 2013

2 I want to 3A
3 we can say that 6 the objective is to
4 it is assumed that 7 the purpose of this study BE to
5 it can be argued that 3B
1 2 3 8 in this paper we DESCRIBE
I we 9 this paper DESCRIBE
TSS JDEST 404
EXAM-
Hyland2001b 208 INE DESCRIBE DISCUSS OBSERVE ANA-
LYSE INVESTIGATE EXPLORE PRESENT
REVIEWIDENTIFYASSESSESTIMATECRE-
ATE 6 the objective / aim is
tomy / our objective

7 this study this studythis
paperthis articlethis chapterthis section
Hyland1996a 258 2001a 559 2001b 223 BE this study
I was
thinkI believe I want to 8 DESCRIBE
10
3. 1 /0. 7 /0. 8 7. 3 /3. 1 /2 in this study we
7
8 this study
Swales 1990 160 in this
paper / chapter we
Hyland2001b 215 8 9
216 collapsed
4 5 extraposi- structure standard de-
tion Iwe one scriptive form Swales1990 160
TSS it TSS
we hope that it is hoped that
3. 3
3. 2

TSS Swales
1990 CARS Create a Research Space
Swales 3
1 TSS
2 JDEST 1691
3 SEE CON-
linguis- CLUDEINDICATE TSS
tic exponent 2002
TSS TSS
3 4
TSS 10 we SEE that
 2 11

11 we can see that TSS 789 3 TSS

10 we see / found / note / 18 it is interesting that
find / show / conclude that 19 it is difficult to
11 we you one 20 the question is that
you will / can see / find that one can see that 18 20 3 TSS
it
TSS
that to wh- the
3 TSS question is how 3 TSS
value-laden lexis
12 it BE found that
13 it can be seen that reasonableinterest-
14 it is clear that ingeasyuseful not clearun-
12 13 10 11 fortunateproblem question
it was / has been found that factidea
it can be seen / shown that 14 clear 4 TSS
clearobvi-
ousapparent evident it is clear that
TSS 21 Since little work has been done on speech
acts in non-Western contextsit is not clear just what
TSS From the analysiswe sort of universal generalizations can be made
can see that It is clear from our data 22 Lastlyin view of possible technological ap-
that plications in which artificially time-compressed speech
TSS is usedit is interesting to know which type of fast
speech listeners actually prefer
15 RESULT BE presented in / here 3. 5
16 RESULT is that
17 RESULT SHOW that
15 17

results findings
PRESENT SHOW INDICATE SUGGEST
DEMONSTRATE Hyland 1996a 1996b
10 14
15
17
TSS
23 it is possible that
24 it is possible to
25 it appears that
26 it may be that
27 there may be
3. 4 28 it seems likely that
29 it would seem that
3 1
 12 2013

TSS
32 33
possiblelikelyimpossiblenot possibleunlike-
lylikelyprobable 2 may importantneces-
might would 3 SEEM saryessentialcrucial
APPEAR 28 29
36 It is important to compare the mobility pat-
Lyons1977 808 terns of
2002 it would 37 It is important that considered factors not be
seem that limited to those that
3. 7
TSS 1199 4 6 TSS
1 2
3
4
Hyland1996b Hyland
Sinclair 1986
averral
attribution
3. 6
textuality
Lyons 1977 intertextuality
deontic modality intratextuality
citation
TSS
TSS JDEST TSS
1210 4 JDEST 3363
30 it should be noted that Swales 1990 inte-
31 we should note that gral citation non-integral cita-
32 it is important to tion
33 it is important that
TSS agentative citation
note thatlet us considersup- non-agentative citation
pose thatlet us look atrefer tolet us assume
identif-
34 ying citation
35 non-identifying ci-
34 Let us take the term rural as an example tation 4
35 Note that this approach gives a comparison
between different levels of Ro and DR
30 it should / must be not- TSS
ed / remembered / emphasized that should 38 author ARGUE that
must must author
ARGUE TSS
31 3
30
 2 13

38 14
3 TSS
CLAIM 81% POINT OUT 78% 41 most recent STUDY SHOW
SAY 70% ARGUE 69% BELIEVE 66% that
SUGGEST 60. 4% 42 it BE suggested that
FIND 90% 43 there is evidence to believe that
DEMONSTRATE 62% REPORT 54% NOTE 41 most recent
54% STUDY most / other /
severalrecent / previous studies / a study / research
TSS

Oster1981
author 42 43 it has been
many scholars suggested / argued / estimated that there is evidence
Jacoby 1987 that 3 TSS
summary

4 TSS
44 it is well known that
45 one might argue that
46 it might be argued that
47 it is true that
CONFUSE IGNORE MISUSE


39 Gilchrist and Williams 2001 argue that it is well
this catch up is more consistent with Howeveras known / generally believed that
we saw in the second empirical example on technologi-
cal locking in the previous sectionthis does not seem Hunston2000
to have been the case 45 46 47
argue that

buthowever 48 One might argue that if the problems have
Sinclair not yet led to conflict between statesthey are unlikely
2004 semantic prosody to do so in the future Howeversome pressures may in-
tensify considerably in the future
ARGUE BELIEVE 1
CLIAMMAINTAIN 2

TSS
40 as described by / in author 3. 8
describednotedsuggested
stated it it has 4 TSS
been pointed out by Thompson that JDEST 714
40 49 as shown in FIGURE
 14 2013

50 as described above
51 as will be seen
52 as we will see
4 TSS shown
described seen see 3
it v-link adj that it v-link
SHOW DESCRIBE MENTION DISCUSS adj to-inf Hun-
NOTEINDICATESEE 49 ston Sinclair 2000 evalu-
50 aboveearlierpreviously ative pattern
51 4 TSS TSS
52 we
TSS
TSS
TSS

5 TSS rhetorical structure
IMRD Introduction-Method-
45 TSS Results-Discussions Swales1990
TSS TSS
it is suggested that
IntroductionResults Conclusion

6 TSS Sinclair
1991 110
TSS


4 TSS TSS
TSS


Sinclair
semi-preconstructed phrases 1991 110


1 TSS
5
I think that I we
think believe we can say
that we can see I 19 45 TSS 1
would argue

2

45
 2 15

TSS 8 Amsterdam Philadelphia John Benjamins2000

6 HunstonS J. Sinclair A local grammar of evaluation
C / / S. Hunston G. Thompson Evaluation in Text
Authorial Stance and the Construction of Discourse Oxford
Oxford University Press2000 74 101
7 HylandK Talking to the academy Forms of hedging in
science research articles J Written Communication
1996a13 2 251 281
ESP 8 HylandK Writing without conviction Hedging in science
research articles J Applied Linguistics1996b17 4
TSS 433 454
9 HylandK Bringing in the reader Addressee features in
academic articles J Written Communication2001a18
4 549 574
10 HylandK Humble servants of the discipline Self-men-
tion in research articles J English for Specific Purposes
pca place circumstance adverbial 2001b20 3 207 226
abovebelowin the 11 JacobyS References to other researchers in literary re-
next chapter search articles J ELR Journal19871 33 78
12LyonsJ Semantics M Cambridge Cambridge Univer-
Halliday sity Press1977
8 13 OsterS The use of tenses in reporting past literature
C / / L. SelinkerE. Tarone V. Hanzeli English for
Academic and Technical Purposes Studies in Honor of Louis
Trimble RowleyMass Newburg House1981 76 90
1 M 14 PawleyA F. H. Syder Two puzzles for linguistic theo-
2002 ry Nativelike selection and nativelike fluency C / /
2 AustinJ. L How to Do Things with Words M Mass J. C. Richards R. W. Schmidt Language and Communi-
Harvard University Press1962 cation London Longman1983 191 227
3 HockettC Logical consideration in the study of animal 15 SinclairJ Fictional worlds C / / M. Coulthard Talk-
communication C / / W. Lanyon W. Tavolga Animal ing about Text Studies Presented to David Brazil on His
Sounds and Communication WashingtonDC American Retirement University of BirminghamEnglish Language
Institute of Biological Sciences1960 392 430 Research1986 43 60
4 HunstonS Evaluation and the planes of discourse Status 16 SinclairJ Corpus Concordance Collocation M
and value in persuasive texts C / / S. Hunston G London Oxford University Press1991
Thompson Evaluation in Text Authorial Stance and the 17 SinclairJ Trust the Text M London Routledge
Construction of Discourse Oxford Oxford University Press 2004
2000 176 207 18 SwalesJ Genre Analysis M Cambridge Cambridge
5 HunstonS G. Francis Pattern Grammar A Corpus- University Press1990
driven Approach to the Lexical Grammar of English M
 36 2
2013 3 Journal of PLA University of Foreign Languages 127

Abstracts of Major Papers

The Negation of Adjectives in Mandarin Chinese Its Meaning and Functionsby SHANG Guo-wen
rickshangs@ gmail. com p. 1
The adjectives in Mandarin Chinese that can be negated fall into three typesi. e. limit adjectivesscalar ad-
jectives and extreme adjectives The negation of limit adjectives designates the contradictory attribute vis--vis the
attribute denoted by their affirmative counterpart The negation of scalar adjectives may indicate the contrary attrib-
utethe average degreeor a low degree of the property The negation of extreme adjectives designates the attribute
less than the extreme value In terms of pragmatic functionsnegating adjectives could be used to deny the beliefs
that are assumed to be held by the heareror advance the speaker's evaluation Moreoverthe politeness principle
may have a bearing on the grammaticality and felicity of adjective negation in actual use
Patterns and Functions of Textual Sentence Stems in Research Articlesby ZHANG Le zhangle0504@
163. com WEI Nai-xing nxwei@ buaa. edu. cn p. 8
Textual sentence stems TSSs are semi-fixed sentential sequences that occur frequently in English academic
texts and perform the function of organizing the text and expressing attitudes Despite considerable interests in the
way of facilitating the reader's understanding of propositional information and directing the reader to the writer's po-
sitionwe still lack a comprehensive empirical study of how clausal expressions are used for interpersonal purposes
Based on an analysis of data in JDEST and with a corpus-driven approach to phraseologythis paper analyzes pat-
terns and functions of TSSs It is suggested that TSSs are important realizations of attitudinal meanings in research
articles and perform a wide range of interpersonal acts They are largely single choices in language useinvolving
the co-selection between lexispatternrhetorical structureregister and so on These findings may have practical
implications for the teaching and learning of academic writing
A Comparative Study between Ba Constructions with zhe and Existential Constructions with zheby
YANG Da-ran coolydr@ 163. com p. 16
This paper makes a comparative study between Ba constructions and existential constructions whose predicate
both consist of a verb and the aspectual marker zhe We find that their predicate verbswhich are three-place local-
izersoverlap to a great extent This property is determined by the core eventive semantics shared by these two con-
structions The event structure of existential constructions with zhe is formulated by adding the light verb HOLD to
that core eventive semanticswhile that of Ba constructions is constructed by adding a causative subevent to the e-
vent structure of existential constructions with zhe
Effects of Contextual Features on Chinese College English Learners' Performance in Independent
Writing Tasksby CHEN Ying jennych2008@ 126. com p. 54
As a communicative actwriting tasks should be contextualized for writers Drawing on the studies on contexts
and through a detailed analysis of the contextual features provided in writing tasks in both well-known textbooks and
writing teststhe present study arrived at a framework of three types of writing tasks with different combinations of
the contextual features The result of repeated measures ANOVA shows thatin generalthe overall quality of their
writing is significantly enhanced as the contextual features grow richerwhich distinctly manifests the facilitating
role of the contextual features in improving students' writing quality This holds true for students at different profi-
ciency levels Howeverwhen providing the contextual featureswriting task designers should adhere to the moder-
ate rather than the morethe betterrule
A Corpus-based Multi-dimensional Functional Analysis of the Mechanism of EFL Teachers' Classroom
Metadiscourseby YAN Tao yantao1970@ 163. com ZHANG Li-yun zhangliyun1971@ 163. com p. 59
Metadiscourse is not only a linguistic phenomenonbut also a kind of rhetorical and pragmatic strategywhich
plays an important role in EFL teachers' classroom teaching Based on a self-complied corpus of EFL teachers'
classroom discoursethe present studyutilizing both quantitative and qualitative meansinvestigates the use of
metadiscourse in English classroom teaching It explores the mechanisms of metadiscourse in a broad stretch in EFL
teachers' classroom discourse through a multi-dimensional functional analysiswhich establish a model on the