在學術英語研究中，關於元話語標記和語義傾向如何實現從句級詞塊的立 場和參與功能的詳細探討一直較為匱乏。本研究對比了馬來西亞理工和工程專業的 L2 學習者與 L1 英語學習者和專家寫作中，動詞短語詞塊如何通 過選擇互動性元話語特徵（Hyland 2005a）和語義傾向（Cortes 和 Hardy 2013）實現立場和參與的表達。結果表明，L2 新手寫作中自我指稱語和指 令語的使用頻次最高，而 L1 英語新手和專家寫作中最常用的立場和參與標記則是模糊限制語和非人稱的讀者指稱語。各組之間在語言資源和語義 傾向的選擇上表現出一些差異。本研究為 L2 學習者在學術英語寫作中通過語料庫學習使用立場和參與表達提供了借鑑。

There has been a paucity of English for Academic Purposes (EAP) studies detailing how the metadiscourse markers and semantic preferences motivate the stance and engagement functions of clause-level lexical bundles. This study explores how the distributions of stance and engagement expressions of verb phrase-based bundles are reflected through the choice of interactional metadiscourse features (Hyland 2005a) and semantic preferences (Cortes and Hardy 2013) in L2 Malaysian polytechnic engineering learner writing compared to L1 English learner and expert writings. The L2 novice writing shows the most frequent use of self-mentions and directives, whereas the L1 English novice and expert writings record hedges and impersonal reader references as the most frequent stance and engagement markers. The choice of linguistic resources and semantic preferences across the groups indicates some variations. The findings have pedagogical implications for L2 learners in the use of stance and engagement expressions in EAP writing via corpus-related learning.

立場; 參與; 互動性元話語標記; 語義傾向; 學術寫作; 學術英語學習者

Stance; Engagement; Interactional metadiscourse markers; Semantic preference; Academic writing; EAP learners