中文學術論文的後設論述研究

A Study of Metadiscourse in Chinese-Language Academic Papers

後設論述是作者在語篇中用來銜接與表態的成分，足以影響語篇的溝通效果，是華語寫作教學應關注的焦點。本研究從不同學科領域的中文學術期刊中蒐集論文樣本，觀察作者運用的後設論述標記，剖析常見的形式與功能特徵。研究結果顯示，中文學術論文運用兩種後設論述成分，交互式標記賦予文本清楚的邏輯脈絡，包含銜轉、架構、照應、引證、註解五個次類，形式豐富多元；互動式標記則促進作者、讀者與文本的互動，包含模糊、增強、態度、自稱、參與五個次類，種類與數量都較少。本研究界定以上各類標記的特徵，呈現形式與功能之間清晰而穩定的對應關係，據此建構中文學術論文的後設論述系統，並羅列期刊論文的慣用標記，提供實際語例。研究結果可作為往後中文後設論述研究的發展基礎，也可應用於華語寫作課程的教學設計，提升語篇分析的實務價值。

Metadiscourse refers to elements that the author deploys to build cohesion and express stance within discourse. Given its effect on communicative effectiveness, metadiscourse becomes a focal point in Chinese-language writing pedagogy. The present study collected samples from Chinese-language academic journals across various disciplines to observe how authors utilize metadiscourse markers and analyze the common characteristics of their forms and functions. The findings indicate a preference for two types of metadiscourse elements in academic texts. Interactive markers, including transition, frame, endophoric, evidential, and code-gloss markers, come in diverse forms and provide the text with an explicit logical fabric. Interactional markers, including hedge, booster, attitude, self-mention, and engagement markers, display fewer forms and create a sense of interaction among the author, the reader, and the text. This study notes the features for different types of each marker, establishing clear and stable correspondence between form and function. Based on these results, a metadiscourse system is formulated for Chinese-language academic papers, complete with a list of commonly used markers and actual textual examples. The results of this study may serve as a basis for future research into Chinese metadiscourse and can also be applied in the pedagogical design for Chinese writing courses, enhancing the practical value of discourse analysis.