文档介绍：该【英语专业硕士学位论文致谢语中的作者身份研究 】是由【niuwk】上传分享，文档一共【3】页，该文档可以免费在线阅读，需要了解更多关于【英语专业硕士学位论文致谢语中的作者身份研究 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。英语专业硕士学位论文致谢语中的作者身份研究
作者身份研究在英语专业硕士学位论文中具有重要的意义。以下是一篇关于作者身份研究的范例论文，共计1423字。
Title: Research on Authorship Attribution: A Study in English Master's Theses Acknowledgements
Abstract:
Authorship attribution is a field of study that aims to identify the author of a given piece of text. In this study, we focus on the authorship attribution of acknowledgements in English master's theses. By analyzing various linguistic features and writing styles, we aim to shed light on the nature of authorship and provide insights into the attribution process. Through the analysis of a corpus of acknowledgements from English master's theses, we have found that authorship attribution is a complex task that involves multiple factors including lexical choices, syntactic patterns, and discourse markers. This research contributes to the understanding of authorship attribution and its implications for academic writing in the field of English studies.
Introduction:
Authorship attribution has long been an intriguing topic in the field of literature and linguistics. It enables researchers to identify the author of a given piece of text, which has implications for plagiarism detection, stylistic analysis, and forensic linguistics. While authorship attribution has been extensively studied in various genres of writing, including novels, essays, and emails, there is still a lack of research on authorship attribution in academic writing, particularly in the context of English master's theses. This study aims to fill this gap by investigating the authorship of acknowledgements, a frequently overlooked section of a thesis, but one that reflects the writer’s personal voice and identity.
Methodology:
We collected a corpus of acknowledgements from 100 English master's theses from various universities. The corpus was divided into two parts: 50 acknowledgements written by native speakers of English and 50 acknowledgements written by non-native speakers of English. We then applied both quantitative and qualitative analysis methods to examine the linguistic features and writing styles of the acknowledgements. The quantitative analysis focused on lexical choices, sentence structures, and discourse markers, while the qualitative analysis involved a close reading of the acknowledgements for narrative patterns and personal expressions.
Results and Discussion:
The findings of this study revealed several interesting patterns in the acknowledgements of English master's theses. First, native speakers of English tend to use more formal and academic language compared to non-native speakers. This could be related to their familiarity with the academic writing conventions and their exposure to academic discourse. In contrast, non-native speakers of English often exhibited a higher frequency of personal pronouns and emotional expressions, suggesting a stronger sense of personal engagement in their academic work.
Furthermore, we found that lexical choices play a crucial role in authorship attribution. Certain phrases and words were found to be highly characteristic of individual authors, contributing to their unique writing style. Sentence structures and discourse markers were also important cues for distinguishing the authors. Native speakers were more likely to use complex sentence structures and academic discourse markers, while non-native speakers tended to use simpler sentence structures and everyday language.
Implications:
This research provides valuable insights into the authorship attribution of acknowledgements in English master's theses. The findings can be used to enhance the understanding and teaching of academic writing in English as a second language (ESL) contexts. By identifying the linguistic features that distinguish native speakers from non-native speakers, ESL instructors can better cater to the unique needs of their students and provide targeted instruction to improve their academic writing skills. Additionally, this research contributes to the broader field of authorship attribution in linguistics and literature by highlighting the specific challenges and characteristics of academic writing.
Conclusion:
In conclusion, this study sheds light on the authorship attribution of acknowledgements in English master's theses. By analyzing the linguistic features and writing styles of native and non-native speakers, we have gained a deeper understanding of the factors that contribute to authorship attribution in academic writing. Future research can further explore the role of additional factors such as cultural background and academic discipline in authorship attribution. Overall, this study contributes to the field of authorship attribution and provides practical implications for ESL teaching and academic writing instruction.