童话故事跨文化体裁研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter Ⅰ Introduction1

1.1 Purposes of the study1

1.2 Significance of the study2

1.2.1 Socio-cultural significance2

1.2.2 Linguistic significance4

1.2.3 Pedagogical significance5

1.3 Research questions6

1.4 Methodology and data collection7

1.4.1 Methodology7

1.4.2 Data collection8

1.4.3 Procedures12

1.5 Organization of the study13

Chapter Ⅱ Literature Review16

2.1 Introduction16

2.2 Definition of fairy-tale text16

2.3 Perspectives of the fairy-tale research20

2.3.1 A folkloristic perspective20

2.3.2 An anthropological perspective22

2.3.3 A psychological perspective24

2.3.4 A narrative perspective26

2.4 Summary of the relevant studies33

2.4.1 Significance of socio-cognitive perspective34

2.4.2 Significance of linguistic perspective34

2.4.3 Significance of pedagogical perspective34

Chapter Ⅲ Theoretical Foundations36

3.1 Introduction36

3.2 Genre and genre analysis36

3.2.1 Malinowski:Language as symbolic action39

3.2.2 Austin:Speech act theory40

3.2.3 Bakhtin:Speech genre40

3.2.4 Martin:Functional analysis of genre42

3.2.5 Swales:Genre conceptions in The ESP School46

3.2.6 Miller:Genre theories in The New Rhetoric School53

3.2.7 Feez:Genre learning and teaching59

3.3 Summary of genre theories66

3.4 Constructing a generic framework for fairy tales69

3.4.1 Necessity of constructing a framework70

3.4.2 Possibility of constructing a framework71

3.4.3 A suggested framework:Genre analysis of fairy tales72

Chapter Ⅳ A Socio-cultural Analysis of Fairy-tale Text75

4.1 Introduction75

4.2 Language and culture76

4.3 Fairy tales and culture78

4.3.1 Fairy tales are embedded in cultural context79

4.3.2 Fairy tales embody cultural values80

4.4 Socio-cultural significance of fairy tales81

4.4.1 Introduction81

4.4.2 Statistics of cultural topics in fairy tales83

4.4.3 Analysis of cultural topics86

4.5 Conclusion of socio-cultural significance102

Chapter Ⅴ A Cognitive Analysis of Fairy-tale Text107

5.1 Introduction107

5.2 Magic:A cognitive element in fairy tales109

5.3 Magic and its cognitive functions110

5.3.1 Introduction110

5.3.2 Statistics of magical representations in fairy tales112

5.3.3 Analysis of magic115

5.3.4 Cognitive mechanism of magic127

5.4 Conclusion of cognitive significance129

Chapter Ⅵ A Typological Analysis of Fairy-tale Text136

6.1 Introduction136

6.2 Generic structures139

6.3 Statistics of generic structures of fairy tales140

6.3.1 Linear generic structure141

6.3.2 Comparative generic structure141

6.3.3 Mixed generic structure142

6.3.4 Generic structures in German fairy tales143

6.3.5 Generic structures in Danish fairy tales156

6.3.6 Generic structures in British fairy tales160

6.3.7 Generic structures in Chinese fairy tales170

6.3.8 Generic structures in Japanese fairy tales179

6.4 Conclusion of generic structures185

Chapter Ⅶ A Linguistic Analysis of Fairy-tale Text188

7.1 Introduction188

7.2 Linguistic features189

7.3 Discourse connectives191

7.3.1 Introduction191

7.3.2 Statistics of discourse connectives in fairy tales192

7.3.3 Analysis of discourse connectives212

7.4 Attitude markers223

7.4.1 Introduc tion223

7.4.2 Statistics of attitude markers in fairy tales224

7.4.3 Analysis of attitude markers229

7.5 Conclusion of linguistic features in fairy tales239

Chapter Ⅷ A TEFL Analysis of Fairy-tale Text242

8.1 Possibility of fairy-tale genre-writing teaching242

8.2 A modified model for genre-writing teaching245

8.3 Discussion of the model247

8.3.1 Introduction247

8.3.2 Attracting learners'interest247

8.3.3 Providing enough input248

8.3.4 Genre analysis249

8.3.5 Transferable structures and linguistic features249

8.3.6 Writing a fairy tale by learners themselves250

8.3.7 Peer and teacher feedback252

8.3.8 Revising,editing and publishing253

8.4 Conclusion of the application model254

Chapter Ⅸ Conclusions256

9.1 A summary of findings256

9.2 Implications259

9.3 Limitations and future studies261

Bibliography262

Postscript280

Appendix:Database of Fairy Tales282