在英語(yǔ)學(xué)習(xí)中，寫(xiě)作是一直是一塊我們啃不下的“硬骨頭”。英語(yǔ)學(xué)術(shù)寫(xiě)作在一般意義的寫(xiě)作基礎(chǔ)之上，又融入了專(zhuān)業(yè)領(lǐng)域知識(shí)和特殊表達(dá)方法，這使得每一個(gè)科研工作者和學(xué)生更加頭疼不已。事實(shí)上，英語(yǔ)學(xué)術(shù)寫(xiě)作真的有那么難嗎?寫(xiě)好學(xué)術(shù)英語(yǔ)文章的秘訣到底有哪些?今天讓我們一起走進(jìn)學(xué)術(shù)寫(xiě)作，揭開(kāi)它的神秘面紗。
Essential component
- a vital part of something
重要組成部分：某事物的重要部分
- E.g. “We show here that these proteins are an essential component of the cell surface receptor”.
例子：我們這里顯示，這些蛋白質(zhì)是細(xì)胞表面受體的重要組成部分。
Establish a relationship
- to prove or show a link between two things
建立聯(lián)系：證明二者之間有關(guān)系。
- E.g. “Our aim was to establish the relationship between aortic stiffness and stroke death in hypertensive patients”.
例子：我們的目標(biāo)是證明主動(dòng)脈硬化和中風(fēng)死亡在高血壓患者中存在聯(lián)系。
Existing research
- previous academic work on the same subject
現(xiàn)有研究：對(duì)同一問(wèn)題先前做的研究。
- E.g. “This working paper reviews the existing research evidence about the additional costs or deprivation that disabled people face”.
例子：這篇研究審議了關(guān)于殘疾人面臨的額外開(kāi)支和貧困狀況的現(xiàn)有研究。
First impression
- initial thought on a subject, priorto any detailed analysis
最初觀點(diǎn)：在任何細(xì)節(jié)分析之前，對(duì)一個(gè)主題的最先的看法。
- E.g. “Our first impression was strengthened by the fact that we were aware a condition existed in Povoa de Varzim”.
例子：我們發(fā)現(xiàn)曾經(jīng)出現(xiàn)在波瓦珍的病情，這印證了我們的最初觀點(diǎn)。
Frequently cited
- often quoted or referred to inreference to something
頻頻引用：多次被引用
- E.g. “It should be recognized that other systems are frequently cited, particularly in engineering literature”.
例子：我們應(yīng)該認(rèn)識(shí)到，其他的系統(tǒng)經(jīng)常被引用，尤其在工程學(xué)得文獻(xiàn)中。
Fundamental principle
- principle from which other principles can be derived
基本原理：最最基礎(chǔ)的原理，其他原理從其中得來(lái)。
- E.g. “The authors argue forthe restoration of beneficence to its place as the fundamental principle of medical ethics”.
例子：作者論證指出，醫(yī)學(xué)倫理的基本原理在于對(duì)善心的重建歸位。
General consensus
- the majority opinion on a topic
普遍認(rèn)同：對(duì)此話(huà)題的普遍意見(jiàn)
- E.g. “There is a general consensus that forward exchange rates have little, if any power as forecasts offuture spot exchange rates”.
例如：大家普遍認(rèn)同，遠(yuǎn)期匯率對(duì)預(yù)測(cè)未來(lái)現(xiàn)匯匯率幾乎沒(méi)有影響。
Gain insight
- achieve a more profound understanding
獲得真知灼見(jiàn)：得到更深刻的理解
- E.g. “Through this comparison we hope to gain insight into the way they perform specific tasks”.
例如：通過(guò)此次對(duì)比，我們希望對(duì)他們進(jìn)行這次實(shí)驗(yàn)有更深刻的認(rèn)識(shí)。
Hierarchical structure
- a system where elements are subordinate to other elements
階層結(jié)構(gòu)：在系統(tǒng)中一個(gè)要素與另一個(gè)要素呈現(xiàn)下屬關(guān)系。
- E.g. “After reviewing theirtheoretical approach, the authors present four kinds of hierarchical structurein music”.
例如：在探討理論手段后，作者提出了在音樂(lè)中有4種階層結(jié)構(gòu)。
Highly controversial
- tending to provoke fierce disagreement
高度爭(zhēng)議：可能會(huì)產(chǎn)生強(qiáng)烈的不認(rèn)同
- E.g. “A highly controversial issue in financial economies is whether stocks overreact”.
例如：在金融經(jīng)濟(jì)中有一個(gè)具有高度爭(zhēng)議的話(huà)題，就是股票是否反應(yīng)過(guò)激。
Immediately apparent
- obvious and clear at that moment
立即顯現(xiàn)：當(dāng)即變得明顯、清晰
- E.g. “The reasons for thisare not immediately apparent and deserve further investigation”.
例如：對(duì)此的理由沒(méi)有立刻顯現(xiàn)出來(lái)，需要進(jìn)一步調(diào)查
Increase the likelihood
- to make more likely orplausible
幾率增加：變得更可能
- E.g. “Numerous high school students engage in behaviours that increase their likelihood of death from these four causes”.
例子：無(wú)數(shù)的高中學(xué)生都會(huì)做這些事情，從這四件事中他們死亡的幾率會(huì)增加。
Key element
- a main or fundamental component
重要元素：重要的基礎(chǔ)的組成部分
- E.g. “Provisional restorations represent a key element in the realization of extensive esthetic rehabilitations”.
例子：暫時(shí)修復(fù)代表了大規(guī)模審美的修復(fù)的重要元素。
Largely confined
- focussed in a particular area
主要限于：專(zhuān)注于某一領(lǐng)域
- E.g. “The metabolic syndromeis largely confined to overweight and obese adults”.
例如：代謝綜合征主要限于肥胖和超重的成人之中。
Literal interpretation
- a non-metaphorical or figurative reading
字面解釋?zhuān)簺](méi)有隱喻或比喻含義的解釋
- E.g. “In Experiment 2,targets were phrases that could be given either an idiomatic or a literal interpretation”.
例如：在實(shí)驗(yàn)2中，實(shí)驗(yàn)對(duì)象是詞組，這些詞組可以看作為習(xí)語(yǔ)，也可以只做字面含義解釋。
Major challenge
- a large or fundamental problem
主要困難：很大和根本的問(wèn)題
- E.g. “Keeping up with the population increase is a major challenge for urban areas”.
例如：城市地區(qū)的主要問(wèn)題在于很難跟上人口的增長(zhǎng)。
Markedly different
- noticeably distinct
顯著不同：明顯的不同
- E.g. “The spectrum ofpyridine coordinately bonded to the surface is markedly different from that ofthe pyridinium ion”.
例如：吡啶的光譜與表面的協(xié)調(diào)度和吡啶離子有顯著不同。
Negative connotation
- suggesting something bad orwrong
負(fù)面暗示：暗指不好的意思
- E.g. “The label placebo was avoided because of its negative connotation”.
例子：“安慰劑”這個(gè)標(biāo)牌并未被使用因?yàn)樗胁缓玫暮x。
Newly emerging
- novel or original concept first being introduced
新產(chǎn)生的：新的或者原創(chuàng)的概念
- E.g. “This is a book about anewly emerging area of research in instructional technology”.
例子：這本書(shū)是關(guān)于在教育科技研究這個(gè)新興領(lǐng)域的。
Offer insight
- present a deep or original analysis
提出深刻的原創(chuàng)的分析
- E.g. “This study reveals whatthose practices are and may offer insight for how they fit into futureworkplaces”.
例子：這份研究指出這個(gè)方法到底是什么并且對(duì)在未來(lái)這些方法應(yīng)用到工作領(lǐng)域作深刻的分析。
Organisational structure
- the way groups are arranged
組織結(jié)構(gòu)：組織是如何安排的
- E.g. “This paper models theinner workings of relationship lending, the implications for bank organisational structure, and the effects of shocks to the economic environmenton the availability of relationship credit to small businesses”.
例子：這篇論文以如下幾方面為模板：關(guān)系型貸款的內(nèi)部運(yùn)作，銀行組織結(jié)構(gòu)的含義，經(jīng)濟(jì)環(huán)境的影響沖擊對(duì)于小型企業(yè)貸款關(guān)系的可得性的影響。
Particular emphasis
- stressing one aspect of something
特別強(qiáng)調(diào)：強(qiáng)調(diào)事物的某一方面
- E.g. “The first chapter, areview of some of the principal social surveys carried out in the last half-century or so, with particular emphasis on British experience, has been entirely rewritten”.
例子：第一章審議了在上半個(gè)世紀(jì)流行的主要社會(huì)調(diào)查，特別強(qiáng)調(diào)了英國(guó)的經(jīng)驗(yàn)，但這一章已經(jīng)重新改寫(xiě)過(guò)了。
Perceived importance
- the opinion that something is particularly important or relevant
感到某一觀點(diǎn)特別重要和相關(guān)
- E.g. “We examined whetheremployees' perceived importance of the training program would be one variablethat mediates the relationship between training assignment and training motivation”.
例如：我們研究過(guò)員工是否感覺(jué)培訓(xùn)項(xiàng)目的重要性，這是協(xié)調(diào)培訓(xùn)作用和培訓(xùn)動(dòng)機(jī)的變量。
Pioneering work
- work which explores previously uncharted territory
創(chuàng)舉：史無(wú)前例，探索從未有人的領(lǐng)域
- E.g. “Hans-Paul Schwefel has responded to rapidly growing interest in Evolutionary Computation, a field that originated, in part, with his pioneering work in the early 1970s”.
例如：Has-Paul Schwefel回應(yīng)了對(duì)進(jìn)化計(jì)算這一熱點(diǎn)領(lǐng)域，該領(lǐng)域有一部分是在二十世紀(jì)70年代發(fā)源的。
Positive feature
- something good
積極特征：好的方面
- E.g. “The great chemicaldiversity is a positive feature in that it indicates the likelihood that avariety of approaches can be made to prevention”.
例如：偉大化學(xué)方面的多樣性是一大積極特征，顯示了各種防治手段可以人為的可能性。
Qualitatively different
- differences relating toquality as opposed to quantity
質(zhì)的不同：質(zhì)量上的不同而非數(shù)量上的不同
- E.g. “Current methods for generating qualitatively different plans are either based on simpler andomisation of planning decisions”.
例如：目前我們產(chǎn)生質(zhì)的不同的計(jì)劃是基于簡(jiǎn)單的計(jì)劃決定的隨機(jī)性
Quantitative study
- a study which focuses on aspectsof quantity
定量研究：一項(xiàng)專(zhuān)注于數(shù)量的研究
- E.g. “Qualitative and quantitative studies were performed on pulmonary blood vessels in lung tissue obtained by biopsy, pneumonectomy, or autopsy”.
- 例如：通過(guò)活體組織切片、肺切除手術(shù)和尸檢，定量和定性研究都對(duì)于肺部組織的肺血管進(jìn)行。
Raise a question
- necessitates an obvious enquiry
提出質(zhì)疑：提出一個(gè)明顯而必要的疑問(wèn)
- E.g. “At the same time, italso raises the question of whether a single reform can meet the very different objectives of different supporters”.
例如：同時(shí)，這也對(duì)我們提出了質(zhì)疑，是否單個(gè)的改革可以針對(duì)不同的支持者的對(duì)象。
Rapid expansion
- to grow larger at a fast rate
快速擴(kuò)張：大規(guī)?？焖僭鲩L(zhǎng)
- E.g. “It has been suggested that the rapid expansion could be the result of human activities causing habitat disturbances or stresses such as pollution”.
例如：有人提出，快速的擴(kuò)張可能是由人類(lèi)活動(dòng)導(dǎo)致的，從而引起了居住的不適、壓力譬如污染。
Reach a consensus
- develop a general agreement
達(dá)成共識(shí)
- E.g. “A consensus conferencewas organized to evaluate the data and reach a consensus on optimal treatment protocols”.
例如：組織召開(kāi)了一次共識(shí)會(huì)議，會(huì)上評(píng)估了數(shù)據(jù)，對(duì)最佳治療方案達(dá)成共識(shí)。
Reciprocal relationship
- benefiting both partiesequally
互惠關(guān)系：雙方受益
- E.g. “The aim of the presentstudy is to examine the reciprocal relationship between parental attachment andadolescent internalising and externalising problem behaviour”.
例如：當(dāng)前研究的目的是為了探究親子依戀和成人內(nèi)化和外化問(wèn)題行為的互惠關(guān)系。
Seem plausible
- appear possible or likely
似乎有道理：貌似可行
- E.g. “Again, even though theresults seem plausible, they are hard to interpret in the absence of a theory”.
例如：即便結(jié)果似乎有道理，沒(méi)有理論就很難解釋。
Specific examples
- focussed examples
特例
- E.g. “The specific examplesused are shown to have a substantial biasing effect on diagnostic accuracy”.
例如：我們使用的特例顯示我們對(duì)診斷的精確性有顯著的偏差。
Theoretical approach
- focussing on theories ratherthan practical application
理論研究方法：專(zhuān)注于理論而非實(shí)踐
- E.g. “A new theoreticalapproach to language has emerged in the past 10–15years that allows linguistic observations about form–meaningpairings, known as 'constructions', to be stated directly”.
例如：在過(guò)去10-15年間產(chǎn)生了新的研究語(yǔ)言的方法，這種方法允許對(duì)語(yǔ)言的形式(含義配對(duì))進(jìn)行觀察研究，稱(chēng)作“結(jié)構(gòu)主義”，如果直接表述的話(huà)。
Typical example
- an example which is common orexpected in its outcome
典型例子：一個(gè)普遍而且大致能預(yù)料到的例子。
- E.g. “A typical example wouldbe the design of a trial to evaluate the benefits of specialist stroke units”.
一個(gè)典型例子就是我們進(jìn)行一次試驗(yàn)，評(píng)估專(zhuān)家的卒中單元。
Underlying assumption
- a belief which dictates otherbeliefs
根本的假設(shè)：其他意見(jiàn)基于該假設(shè)
- E.g. “Much of ecological theory is based on the underlying assumption of equilibrium population dynamics”.
例子：大部分的生態(tài)學(xué)理論是基于根本的人口動(dòng)態(tài)平衡的假設(shè)
Universally accepted
- an assumption which is not commonly disputed
公認(rèn)：某假設(shè)是普遍不存在爭(zhēng)議的
- E.g. “The idea of abiological root to human nature was almost universally accepted at the turn of the century”.
例子：人的本質(zhì)是有生物的根性的，這個(gè)觀點(diǎn)在世紀(jì)之交時(shí)已經(jīng)普遍公認(rèn)
Vary considerably
- to be widely different in form or features
變化較大：在形式和特點(diǎn)上很不同
- E.g. “The results of these procedures vary considerably among patients”.
例子：各個(gè)病人在這個(gè)手術(shù)上的結(jié)果大相徑庭
Vast majority
- an overwhelming amount
大多數(shù)：絕大多數(shù)
- E.g. “The vast majority of cases occur in developing countries, mainly because of lack of screening”.
例子：絕大多數(shù)的案例發(fā)生在發(fā)展中國(guó)家，原因在于那里沒(méi)有篩選機(jī)制。
Well-documented
- evidence from numerous or reliable sources
證據(jù)充分的：證據(jù)從多個(gè)可靠的來(lái)源那里得來(lái)
- E.g. “Although CNS depressionand analgesia are well documented effects of the cannabinoids, the mechanisms responsible for these and other cannabinoid-induced effects are so far known”.
?語(yǔ)體教學(xué)法主要有四個(gè)步驟，分別是建立知識(shí)儲(chǔ)備(Building Knowledge of the Field),解析范本(Modelling of the Text),師生共同建構(gòu)文本(Joint Construction of Text) ，和獨(dú)立構(gòu)建(Independent Construction).圖的最外圈,表明的是課堂的互動(dòng)方式，包括了單個(gè)師生互動(dòng)，教師和全班的互動(dòng)，和學(xué)生之間的互動(dòng)。中間的圈表示的是語(yǔ)體教學(xué)法四個(gè)步驟所要達(dá)到的最終目的，就是提升學(xué)生對(duì)于語(yǔ)體特征的了解，進(jìn)而把語(yǔ)體特征應(yīng)用到同樣語(yǔ)體的其他學(xué)術(shù)寫(xiě)作中去。 下面具體解析一下每一個(gè)步驟的具體內(nèi)容：
1， 建立知識(shí)儲(chǔ)備(Building Knowledge of the Field),這一個(gè)階段是十分重要的，主要的目的是為了提供給學(xué)生，他們?cè)趯?xiě)作的練習(xí)中可能會(huì)需要使用到的語(yǔ)言材料，語(yǔ)法項(xiàng)目，在寫(xiě)作之前提前給學(xué)生講清楚。例如，雅思寫(xiě)作第一題可能會(huì)要描述線性圖，就免不了要使用到英語(yǔ)中表示上升，下降，甚至快速上升，極速下降等表達(dá)，這一切相關(guān)的語(yǔ)言材料都需要提前給到學(xué)生，而不是一邊講一邊給。
2，解析范本(Modelling of the Text)這個(gè)階段里需要完整的重要任務(wù)是要讓學(xué)生對(duì)文章的整體構(gòu)架，結(jié)構(gòu)，內(nèi)部的邏輯關(guān)系，一致性有比較深刻的了解，并且也要讓學(xué)生了解到不同的語(yǔ)言材料在文章不同的地方是如何運(yùn)作的，并且解釋好內(nèi)部的邏輯關(guān)系。 比如，雅思寫(xiě)作第一題，一開(kāi)始的時(shí)候就要告訴學(xué)生，第一段需要對(duì)整個(gè)圖紙所表述的意思做一個(gè)概述，然后在尋找數(shù)據(jù)當(dāng)中的極端等等內(nèi)容。在這個(gè)講解的過(guò)程當(dāng)中不斷讓學(xué)生體會(huì)范文中是如何達(dá)到這些寫(xiě)作目的的。
3，師生共同建構(gòu)文本(Joint Construction of Text)。這個(gè)階段我一定要著重標(biāo)記出來(lái)，原因是因?yàn)檫@是所有老師，包括我自己經(jīng)常容易忽略的一個(gè)步驟。很多時(shí)候，我們其實(shí)都完成過(guò)上面的兩個(gè)步驟，而之后我們就認(rèn)為學(xué)生可以自己寫(xiě)了，如果給了題之后，就讓學(xué)生自己寫(xiě)吧。 然而正是因?yàn)榉N種原因(比如，老師自己也不會(huì)寫(xiě)： )，懶得寫(xiě)，或者怕寫(xiě)出來(lái)有錯(cuò)誤被學(xué)生抓住)，沒(méi)有進(jìn)行和學(xué)生共同構(gòu)建文本的步驟，學(xué)生在實(shí)際寫(xiě)作過(guò)程中所可能遇到的困難，就得不到老師的即時(shí)指導(dǎo)(也有可能老師也解決不了那些困難，所以干脆不講)。這就需要我們作為教師自己在講寫(xiě)作課之前，動(dòng)手寫(xiě)一寫(xiě)，看看會(huì)遇到什么樣的問(wèn)題。然后在課堂當(dāng)中，以全班討論，達(dá)成一致的方式，和學(xué)生一起寫(xiě)出另外一篇文章來(lái)，在這個(gè)過(guò)程當(dāng)中，學(xué)生寫(xiě)作時(shí)所面臨的各種各樣的問(wèn)題(語(yǔ)法，詞匯，懶惰等)，才能得以解決。
4，獨(dú)立構(gòu)建階段(Independent Construction)學(xué)生經(jīng)歷了以上的三個(gè)步驟之后，才能在老師的指導(dǎo)下，獨(dú)立完成另一個(gè)寫(xiě)作任務(wù)。注意：這個(gè)寫(xiě)作任務(wù)必須是，或者是極其相似于前面幾個(gè)步驟中所涉及的語(yǔ)體。
有很多人把語(yǔ)體教學(xué)法稱(chēng)作為語(yǔ)體循環(huán)圈，實(shí)際上就是說(shuō)，走一輪下來(lái)學(xué)生可能并不能完全掌握，我們還可能需要不斷的循環(huán)這四個(gè)步驟，來(lái)讓學(xué)生達(dá)到更好的寫(xiě)作提升。
關(guān)鍵詞： 英語(yǔ)學(xué)術(shù)寫(xiě)作
