A Study On Engagement In The Literature Review Of Dissertation For Korean Students

In recent years,academic Chinese has been gradually gaining attention in the academic world.The number of foreign students studying Chinese in the universities and obtaining academic degrees has also been increasing,and it is important to conduct research on dissertations that use Chinese as a second language.With the deepening of the research on academic dissertations,articles with separate studies on different parts of the dissertation,including abstract,introduction,conclusion and discussion,etc.,have appeared one after another,but the depth of the research on the literature review part of the dissertation is still shallow,and the attention to the literature review part of academic dissertations on Chinese as a second language is even less.Therefore,this paper takes the literature review part of the dissertation of Chinese bilingual learners as the research object.In this paper,the literature review part of the dissertations of Korean Chinese learners majoring in Chinese international education is taken as the research object.120 dissertations,including 40 undergraduate,master’s and doctoral dissertations of Korean students each,are selected from the dissertation corpus of international students at Beijing Language and Culture University.Forty dissertations of doctoral students of Chinese native speakers in the same majors were selected from CNKI doctoral dissertation database.The total number of dissertations is 160.The corresponding corpus of dissertation literature review was established separately.The linear characteristics of the engagement resources used in the literature reviews of undergraduate,master’s and doctoral dissertations of Korean students were analyzed based on the longitudinal comparison of the engagement resources in Martin&White’s(2008)Engagement System of Appraisal Theory.The Chinese doctoral dissertation literature review corpus was used as the reference corpus.Based on Kwan’s(2006)Schematic Structure of Literature Reviews,a cross-sectional comparison was made between the Chinese and Korean doctoral dissertation literature reviews in the Schematic Structure of Literature Reviews perspective.The UAM Corpus Tool(3.3V)was used to annotate the 160 papers with the engagement resources and to investigate the use of engagement resources in the literature review.This this paper draws the following results:First,there is a certain regularity in the use of engagement resources in the literature reviews of Korean undergraduate and Chinese doctoral dissertations,i.e.,the use of heteroglossic resources is significantly higher than that of monoglossic resources,and the use of expend resources in heteroglossic resources is much more than that of contract resources,indicating that dissertation authors tend to communicate with potential readers while constructing a more open interactive communicative space and sharing the responsibility for propositional reliability with the help of expend resources.Second,in general,the distribution of moves in the literature review of Chinese and Korean doctoral dissertations is consistent,with the largest proportion of Move 1 " Establishing a Territory ",followed by Move 2 " Establishing a niche ",and the smallest proportion of Move 3 " Occupying the niche ".The literature review of Korean doctoral dissertations has some missing steps and is not complete.Third,the use of engagement resources in different moves of the literature review of Korean doctoral dissertations shows distinctive features:in Move 1,the most resources are used for acknowledgement;in Move 2,the top three engagement resources are monophonic,negation and acknowledgement resources,;in Move 3,the most resources are used for monophonic.This study provides a detailed analysis of the use of literature review engagement resources for Korean international students’ dissertations and proposes corresponding teaching suggestions for the problems that exist when writing literature reviews for Korean international students in order to realize the application value of the study results.The author believes that Chinese language teaching should strengthen the cultivation of reader awareness and move awareness for international students,and improve their academic writing ability and interpersonal interaction ability in Chinese.