Methodology (Lu Qian)

Methodology is the systematic, theoretical analysis of the methods applied to a field of study. It comprises the theoretical analysis of the body of methods and principles associated with a branch of knowledge. Typically, it encompasses concepts such as paradigm, theoretical model, phases and quantitative or qualitative techniques.[1]A methodology does not set out to provide solutions - it is, therefore, not the same as a method. Instead, a methodology offers the theoretical underpinning for understanding which method, set of methods, or so-called “best practices” can be applied to specific case, for example, to calculating a specific result.It has been defined also as follows:1."the analysis of the principles of methods, rules, and postulatesemployed by a discipline";[2]2."the systematic study of methods that are, can be, or have beenapplied within a discipline";[2]3."the study or description of methods".[3]1.2.Methodology Usage Notes, entry at Merriam–Webster3.Baskerville, R. (1991). "Risk Analysis as a Source of ProfessionalKnowledge". Computers & Security 10 (8): 749–764A system of broad principles or rules from which specific methods or procedures may be derived to interpret or solve different problems within the scope of a particular discipline. Unlike an algorithm, a methodology is not a formula but a set of practices. Business Dictionary1.the branch of philosophy that analyzes the principles and procedures of inquiry in a particular discipline 2.the system of methods followed in a particular discipline.-----WordNetA methodology is a system of methods and principles for doing something, for example for teaching or for carrying out research. 柯林斯英汉双解大辞典Methodology是一整套方法，比较系统的那种比如“数据统计分析的方法”也可以是哲学上说的方法论method就是作某件事的方法、办法，比如“上网的方法。

方法论词根词缀探究在研究方法和哲学领域，methodology 是一个非常重要的概念。

本文将探讨 methodology 词根词缀的含义、起源以及其在现代研究中的应用。

下面是本店铺为大家精心编写的3篇《方法论词根词缀探究》，供大家借鉴与参考，希望对大家有所帮助。

《方法论词根词缀探究》篇1一、methodology 的词根词缀含义methodology 这个词源于古希腊语，其中 methodeia 意为“方法”、“技巧”,而 logos 则表示“言语”、“理性”。

因此，methodology 可以被理解为“研究方法的理性分析”。

在现代研究中，methodology 被用来指称一种关于研究方法的理论和实践的学问，这种学问旨在帮助研究者选择、设计和实施最为有效和可靠的研究方法。

二、methodology 的起源methodology 的概念可以追溯到古希腊时期，当时哲学家们开始关注知识获取的方法和过程。

在随后的几个世纪中，这种方法论思想被不断发展和完善，直到 19 世纪，方法论才开始成为一种独立的学科领域。

在 20 世纪，随着社会科学研究的迅速发展，方法论的应用范围也得到了拓展。

此时，方法论开始涉及到更多的研究领域，如社会学、心理学、经济学等。

三、methodology 在现代研究中的应用在现代研究中，methodology 的应用可以分为以下几个方面: 1. 研究设计在进行研究之前，研究者需要制定一份详细的研究设计方案。

这个方案包括研究的目的、研究问题、研究假设、样本、数据收集方法和分析方法等。

methodology 为研究者提供了选择和设计研究方法的指导。

2. 研究质量评估methodology 可以帮助研究者评估研究的质量。

通过检查研究设计、数据收集和分析方法等方面的合理性和可靠性，可以判断一项研究的质量和可信度。

3. 研究结果解释methodology 也可以帮助研究者解释研究结果。

通过理解研究方法的局限性和优点，可以更好地理解研究结果的含义和适用范围。

3. Methodology3.1 ContextThe survey is conducted at Jiangxi Normal University.3.1.1 Reasons of choosing Jiangxi Normal UniversityJiangxi Normal University is one of the most famous university in Jiangxi province and the English major is the best one all over the province. Therefore, this university is one of the most representative one to study on the CLT applied into the college course. As a English major student in the university, I am much more familiar with how the college English courses operate and to what extent CLT is applied into the English language teaching. Choosing a familiar university, collecting data will become more and more convenient and effective.3.1.2 How CLT implemented in Jiangxi Normal UniversityIt‟s generally acknowledged that the communicative approach is more and more important nowadays, and being able to communicative fluently has emerged one of the basic requirements of modern people in the global village. With the understanding of CLT approach and some occasional successful tries of CLT use in English teaching, the paper has been looking forward to probing into the appropriateness and effectiveness of communicative and non-communicative activities in EFL courses in Chinese university.CA emphasizes that the goal of language teaching is to develop “communicative competence”the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences, but also to know when, where and to whom to use these sentences. The crucial part in teaching oral English in communicative classroom is designing communicative activities based on the information-gap principle and task-dependency principle in Jiangxi Normal University. These activities include discussion, role-play, games, drama etc. Meanwhile, in order to compensate the lack of practice time inside classroom, some activities are also extended out of classroom such as English contests, debates, English songs and movies etc. Different types of activities will let students gain more direct experience with English and make them actively participated in English conversation. These activities trigger their interests to learn English. However, there exists a problem that students often remain deficient in the ability to use the language, especially in the spoken mode because of the traditional teaching mode and big class education and other objective reasons. What counts is how the teaching and learning with CLT among teachers and students can be exerted effectively, efficiently and appropriately to the utmost?3.2 Subjects3.2.1 The selection of the survey subjectsThe participants in the formal questionnaire were 30 Chinese university students majoring in English in Jiangxi Normal University, China. Fifteen of them were second-year students and another 15 were third-year students. The first- and fourth-year students were not included because the former had been in university for just a short time and were in the process of adjusting themselves to university study while the latter were busily engaged in hunting for jobs or preparing for Bachelor‟s theses at the time the study was conducted. All the subjects had been exposed to CLT both in secondary school and in university, and were therefore familiar with the terminology applied in the investigation.3.2.2 Background of the participantsAmong the 30 subjects, 21 were females and nine were males. The age ranged from 18 to 23, with the average being 20. By the time of the study, these students had all had 6 years of English learning experience in secondary school (932 contact hours). In university, the second-year students had just completed 1 year of English learning (532 contact hours) and the third-year students 2 years of English learning (1062 contact hours); their courses covering listening, speaking, reading and writing. Furthermore, the students were familiar with their teachers‟ teaching styles since they had studied college English courses for two or three years.3.2.3 Interview subjectsTen of the 30 subjects were chosen for interviews. In selecting interview informants, following Patton‟s ……maximum variation sampling‟‟ (Lincoln and Guba, 1985, p. 200), I allowed for maximum variation in subjects‟ age, sex, grades and English proficiency. First of all, based on the previously completed questionnaire, I tabulated the background information on the survey subjects. Then, I started to select the interviewees that would represent all the variations mentioned above. The result (Table 1) was a group that was representative of the 30 surve y subjects (the students‟ names have been changed).Table 1Background of interview subjectsSubject Sex Age Grade English proficiencyLi Hui F 20 3 FairGao Ming F 22 3 GoodWang Dawei M 18 2 GoodJing Tao F 19 2 PoorZhong Qing M 19 2 FairLiu Peng M 21 3 GoodSheng Hao M 23 3 PoorWu Wei F 20 2 FairLiang Qian F 21 3 GoodZhang Jiangse M 19 2 Poor3.3. Instruments3.3.1. The design of questionnaireIn order to collect concrete and persuasive data, the questionnaires are consisted of three parts with 36 questions which can only be answered with Yes or No: Part A concerns the subjects‟personal details and their general views on communicative and non-communicative activities in the EFL classroom. Part B consists of 19 questionnaire items, which were designed as a representative mix of communicative and real-language practice on the one hand, and non-communicative form-based techniques on the other hand. Part C consists of some difficulties that Chinese EFL students may have in using communicative activities in the EFL classroom. The purposes of there questionnaires are to find the real reasons why the students have difficulties in using CA in language activities and to deepen our understanding of how students react to communicative and non-communicative activities.3.3.2 The description of QuestionnaireAccording to research questions, the questionnaire consists of three parts (Appendix): Part A concerns the subjects‟ personal details (that is, name, sex, age, grades, English profic iency) and their general views on communicative and non-communicative activities in the EFL classroom.Part B consists of 19 questionnaire items, which were designed as a representative mix of communicative and real-language practice on the one hand, and non-communicative form-basedtechniques on the other. Items involving communicative and real use of language included activities characterized by student-to-student interaction with little or no monitoring of student output by the teacher (items 4, 8 and 11); oral situations characterized by student–teacher interaction with the teacher monitoring and sometimes responding to student output (items 7, 14, and 15); con-tent-based teacher responses to students‟ journals (item 10); and the use of songs in the classroom (items 2 and 17). Singing and listening to songs were included in the communicative group because such activities tend to focus on the meaning rather than the grammatical form of what is being sung or listened to, and because singing and listening to songs are real use of language. Non-communicative items emphasizing formal correctness included workbook type drill and practice exercises (items 1 and 16); audio-lingual style substitution drills (items 12 and 13); dictionary work on a list of words before reading a selection containing the words (item 3); explicit grammar instruction conducted entirely in English (item 5); explicit grammar instruction conducted in Chinese with examples in English (item 6); teacher correction of errors in the students‟ journals (item 9, deliberately in contrast to item 10); and students‟ obedience to the teacher (items 18 and 19).Part C consists of some difficulties that Chinese EFL students may have in using communicative activities in the EFL classroom. All the question items in the questionnaire were simply and concisely stated so as to avoid any misunderstanding. To each item in Part B and C, only two responses were given. The subjects were instructed to express their personal opinions on each item by choosing ……Yes‟‟ or ……No‟‟.3.3.3 Semi-constructed interviewThis interview was conducted to help the researcher gain an in-depth understanding of the students‟ perceptions of communicative and non-communicative activities and their perceived difficulties in using communicative activities in the classroom. In this partially structured interview, I posed a few predetermined questions but had considerable flexibility concerning follow-up questions pertinent to their learning experience, then I listened to their response for clues as to what question to ask next, or whether it was important to probe for additional information (Maykut and Morehouse, 1994).While formulating interview questions, I made sure that the questions were clear, precise and motivating (Denzin, 1989). Each interview, which lasted 1 h or so, was conducted in the students‟ native language (Chinese) so that the subjects were able to express their ideas fully. All theinterviews were audio taped and transcribed verbatim. The transcripts of the interviews were later given to the subjects for verification.4.Research procedure(1)The spoken English Test and questionnairesThe first spoken English test is conducted so as to attain the first-handed data about the students‟ actual command of spoken English before experimental research, and the second spoken English test is given to see if their spoken English has improved after the application of CA. For the sake of collecting concrete and persuasive data, the questionnaires are consisted of three parts according to research questions: What are the students‟perceptions of communicative and non-communicative activities in the EFL classroom; To what extent should the teachers effectively and flexibly exert CLT methods and students actively and extensively apply them into practice?In order to make our experiment clearer, I classified the 30 college students into two classes, which are experimental and control classes. The first spoken English test(Spoken English Test A) and pre-questionnaire(Questionnaire I), are conducted at the beginning of the semester in both classes, so we can get students‟ actual command of communicative English and their general views on communicative and non-communicative activities in the EFL classroom before the application of CA. The second spoken English Test is implemented during the mid-term exam to see if their spoken English has improved after the application of CA. Post-questionnaire(Questionnaire II), is conducted at the end of the semester in experimental class so as to see whether most students accept CA as an effective method in spoken English teaching, to deepen our understanding of how students react to communicative and non-communicative activities and to find the real reasons why the students have difficulties in using CA in language activities. Between pre-questionnaire and post-questionnaire, the Communicative Approach is carried out in the communicative English through the whole semester in the experimental class.(2)Interviews after classAn interview can obtain most in-depth information. An interview is a very personal way of gathering information because it allows for adaptability in questioning. If an answer is insufficient or raises another related issue, there is room for this to be explored in the interview. Therefore, the interview data complemented and expanded on the questionnaire data because it probed for follow-up information in the case of ambiguous and incomplete responses from questionnaire(Lynch, 1996).During the experimental process we often interview some students after class in order to communicate with the students and get to know their thoughts concerning the spoken English teaching, learning and CA. Following the questionnaire, interviews with several students having answered the questionnaires were conducted to further explore their oral English class activities. The interview was held between five to ten minutes for each questions and one hour for each participants. The participants were free to speak their minds and add additional information. There is a interview to some students after class before and after the experimental research to get their general views on English learning. All the interviews were audio taped and transcribed verbatim. The transcripts of the interviews were later given to the subjects for verification. According to interviews after class, we can know the real reasons affecting students‟oral English proficiency further, and some useful feedback about the application of communicative approach, thus we can adjust our methods properly during the spoken language teaching.(3)Observation in classThe forth device is the observations in class constantly. According to the observations of students‟behaviors in class, especially times and enthusiasm of their participation, we can find whether this research help them cultivate interests, keep practicing and make progress in speaking, etc.Therefore, we can analyze the data from these questionnaires, spoken English tests, interviews after class as well as observations in class, and then draw conclusion.5. Data analysisData analysis is not a simple description of the data collected but a process by which the researcher can bring interpretation to the data (Powney and Watts, 1987). The themes and coding categories in this study emerged from an examination of the data rather than being determined beforehand and imposed on the data (Bogdan and Biklen, 1992). In the process of data analysis, I adopted analytic induction (Goetz and LeCompte, 1984; Bogdan and Biklen, 1992). By reading through the completed questionnaire and the interview transcripts over and over again, I discovered the students‟ perceptions of communicative and non-communicative activities and identified the recurrent themes and salient comments in regard to the constraints that Chinese students had encountered in using communicative activities.The students questionnaire was distributed to them after the class time with the help of the English teachers and the response rate was 100%. Before these questionnaires being administrated,each teacher was given guidelines and instructions to administrate the questionnaire. All the subjects receive uniform instructions as to how to fill the questionnaires. The students were advised that responses would not affect course grades and were urged to answer forthrightly. The subjects were given 40 minutes to complete the question items, and then the questionnaires were collected within the given time.The Statistical Package for the Social Sciences(SPSS, version 17.0) was used for the statistical analysis of the data. Firstly, after all questionnaires were collected, the questionnaire data were inputted into the computer and analyzed by SPSS 17.0 so as to obtain descriptive statistics, such as teachers‟ options of CLT, students‟ favorite ways of learning English, problems in implementing CLT, problems in developing communicative competence and so on, in order to identify the teachers‟ and students‟ general perceptions of CLT.After that, the research made a comprehensive description of the implementation of CLT in college English teaching for English majors according to the results of the questionnaires analysis and comments from the semi-structure interviews. After giving a detail description of the general implementation of CLT, the researcher revealed the obstacles and difficulties the students experienced in their English classes.。

methodology 的缩写METHODOLOGY的缩写为标题METHODOLOGY（方法学）是指研究和应用一定方法和技术的原理、规范和程序，用于解决特定问题或达到特定目标。

在科学研究和实践应用中，方法学起着重要的作用。

下面将围绕METHODOLOGY的每个字母进行阐述，探讨方法学的重要性和应用。

M - Method（方法）方法是指达到特定目标或解决特定问题的步骤和技术。

在科学研究中，正确的方法可以保证研究结果的准确性和可靠性。

无论是实验研究还是调查研究，选择合适的方法是至关重要的。

方法的选择应该根据研究目的、研究对象和研究资源等因素进行综合考虑。

E - Evaluation（评估）评估是方法学中的重要环节，它用于衡量方法和技术的有效性和可行性。

通过评估，我们可以了解到方法的优点和不足之处，进而对方法进行改进和提高。

评估可以基于实验数据、统计分析和专家意见等多种方式进行，旨在为决策提供科学依据。

T - Theory（理论）理论是方法学的基础，它提供了解释现象和推导原理的框架和原则。

在研究过程中，理论为研究者提供了思路和指导，帮助他们构建研究模型和假设。

理论与方法相互依存，理论的验证和发展需要借助于方法，而方法的设计和应用也需要建立在理论的基础上。

H - Hypothesis（假设）假设是研究中的重要概念，它是对现象或问题的解释和预测。

假设可以从理论推导出来，也可以根据实际观察得出。

在研究中，假设需要经过验证和检验，以确定其是否成立。

通过假设的提出和验证，我们可以了解现象背后的原理和机制。

O - Observation（观察）观察是方法学中收集信息和数据的手段之一。

通过观察，我们可以直接获得现象的特征和规律。

观察可以分为主动观察和被动观察，可以通过肉眼观察、仪器观察和记录观察等多种方式进行。

观察的结果可以作为研究的依据和证据。

D - Data（数据）数据是方法学中非常重要的资源，它是研究的基础和依据。

methodology模板
一个方法论（methodology）的模板可以包括以下几个部分：
1.介绍：简要说明这个方法论的目的、背景和用途。

描述这个方法论适用的领
域以及它解决的问题。

2.目标：列出这个方法论的具体目标和预期结果。

说明使用这个方法论可以达
到什么样的效果或目的。

3.步骤/流程：详细描述使用这个方法论的步骤或流程。

按顺序说明每个步骤
的执行方式，可能包括以下内容：
准备阶段：准备工作、所需资源等。

执行步骤：具体操作、方法或技术。

数据收集：获取信息或数据的方式。

分析/解释：对数据或信息进行分析和解释的方法。

4.工具/资源：如果有特定的工具、软件或资源与这个方法论相关，列出这些
工具及其用途。

这可能包括模型、框架、软件或其他支持工具。

5.关键要点/注意事项：列出执行这个方法论时需要特别注意的关键要点、常
见问题或注意事项。

这些信息可以帮助使用者避免常见的错误或困难。

6.示例/案例：提供一个或多个实际案例或示例，演示如何应用这个方法论。

这可以帮助读者更好地理解并将方法论应用到实际场景中。

7.总结：总结这个方法论的主要思想、优点和局限性。

强调其在解决特定问题
或达成目标时的价值，并可能提出建议或展望未来改进的方向。

这个模板可以根据具体的方法论和应用领域进行调整和修改。

方法论的模板可以帮助记录和传达一个系统化的方法，使得其他人可以更好地理解并应用这个方法论。

摘要《干校六记》是由中国著名散文家、剧作家和翻译家杨绛所写的一部以文化大革命为背景的回忆性散文集。

这本书主要记述了杨绛及其丈夫钱钟书去干校接受劳动改造时的所见所闻，所感所悟，给人们了解文化大革命这一历史以及在这一历史阶段下知识分子的生活状况和精神世界提供了一份真实有效的参考资料。

无论是其艺术表现，还是其忠实于“文化大革命”这段历史的内容，都有很大的研究价值。

《干校六记》一经发表，陆续被翻译成日语、英语和法语版本，在文学界引起广泛关注。

其中英语版本有三个。

基于译者的不同国籍、语言和文化背景，本文选取葛浩文和章楚的英译本来进行对比研究。

两位译者都有着丰富的翻译经验。

前者是专门研究汉语文化且多年来一直致力于中国文学英译的翻译家，后者是多年从事联合国公文翻译的中国译员。

两译者对原文风格的理解与诠释不甚相同。

两个英译本体现了《干校六记》中描写的这段文革历史是如何在译者的笔下向西方传播的。

本研究将在语域理论的指导下进行。

语域理论是系统功能语言学的基础理论之一。

语域指的是由语场、语旨和语式三个情景语境变量决定的语言变异。

情景语境三要素则分别体现为语言语义层的经验功能、人际功能和语篇功能。

相应地，这些功能又分别体现为词汇语法层的及物性、语气和主位等系统和结构。

本文在语域理论的框架下对《干校六记》的葛浩文译本和章楚译本进行对比分析，目的并非是比较两个译本的优劣，而是探讨从语域视角看，两个译本各有何特点，哪一个译本更大程度的实现了与原文的语域对等。

通过定性和定量相结合的研究方法对原文和两个英译本的概念功能、人际功能和语篇功能的分析发现，葛浩文译本在语域的三个情景变量——语场、语旨、语式的表达上都更加贴近原文。

而章楚译本也在一定程度上与原文语域相符，但相比之下，葛浩文译本略胜一筹。

关键词：语域理论，话语范围，话语方式，话语基调，三大元功能CONTENTS原创性声明 (ii)DECLARATION (iii)ACKNOWLEDGEMENTS (iv)ABSTRACT (v)摘要 (vii)CONTENTS (viii)Chapter One INTRODUCTION (1)1.1Research Background (1)1.2Research Objective (3)1.3Research Methodology (3)1.4Research Significance (4)1.5The Layout of the Thesis (4)Chapter Two LITERATURE REVIEW (6)2.1Previous Studies on Translation Based on Register Theory (6)2.1.1Previous studies on translation based on register theory abroad (6)2.1.2Previous studies on translation based on register theory at home (7)2.2Previous Studies on Gan Xiao Liu Ji and Its English Versions (10)2.2.1Previous studies on Gan Xiao Liu Ji and its English versions abroad (10)2.2.2Previous studies on Gan Xiao Liu Ji and its English versions at home (10)Chapter Three THEORETICAL FRAMEWORK (13)3.1Brief Introduction to Register Theory (13)3.2The Relations between Meta-functions of Language and Register Parameters.143.2.1Field and experiential function (14)3.2.2Tenor and interpersonal function (16)3.2.3Mode and textual function (18)Chapter Four A COMPARATIVE STUDY OF THE TWO ENGLISH VERSIONS OF GAN XIAO LIU JI FROM THE PERSPECTIVE OF REGISTER THEORY..214.1The Analysis of Field (21)4.1.1Lexical choice (22)4.1.2Transitivity analysis of the source text and the target texts (28)4.2The Analysis of Tenor (39)4.2.1Mood system (40)4.2.2Modality system (46)4.3The Analysis of Mode (55)4.3.1Thematic and information structure (55)4.3.2Cohesion system (64)Chapter Five CONCLUSION (72)5.1Major Findings (72)5.2Limitations (77)REFERENCES (78)Chapter OneINTRODUCTION1.1Research BackgroundGan Xiao Liu Ji is written by Yang Jiang who is an outstanding writer, playwright and translator in China,after her return from the cadre school to Beijing. Gan Xiao Liu Ji is composed of six chapters which records that Yang Jiang and her husband Qian Zhongshu were forced to devolve to the cadre school from November 1969to March1972.In the Cultural Revolution,the cadre school(that is,the“May7”cadre school)is nominally a cadre school with labor and study as its main task,but in fact,it is a reform-through-labor farm that punishes revolutionary cadres and persecutes intellectuals.This event itself belongs to the absurd life in turbulent times, which contains the destruction and torture of cadres and intellectuals from the body to the spirit by far-left politics.However,the work does not straightforwardly describe the main content of life in the cadre school——to carry out endless political movements and struggles but takes the initiative to get away from political events, describing the trifles of life,comradeship and spousal love.Gan Xiao Liu Ji was serialized in China-Hong Kong Wide Angle magazine in1981,a single edition was published by SDX Joint Publishing Company in July of the same year.Soon after the publication of Gan Xiao Liu Ji,it was translated into Japanese by Japanese sinologist Nakajima,published by installments in Water Yan magazine in Japan in1982,and published in separate booklets.The three English versions were respectively translated by American sinologist Howard Goldblatt,Chinese scholar Djang Chu who was living in the United States and Australian scholar Geremie Barme.And the two French versions were published in Paris.In The History of Contemporary Chinese Literature,Hong Zicheng made comments on Gan Xiao Liu Ji,“Yang Jiang’s words are simple and implicit.Her tone is gentle.And She keeps a moderate distance to historical events and makes a calm examination of them.She focuses on the episodes of the events of the great age.In the account of her own experiences and feelings,shecan also see the times.”Gan Xiao Liu Ji is regarded as one of the most remarkable proses which describe the Cultural Revolution artistically.Based on the translators’different nationalities and linguistic backgrounds,this thesis makes a comparative study of two English versions of Howard Goldblatt and Djang Chu.Both Howard Goldblatt and Djang Chu have rich experience in translation.While the former is a translator of Chinese literature with high status in the world,the latter is a Chinese translator who has been working in the United Nations for many years.Howard Goldblatt’s English version was evaluated as“the most prominent English translation of Chinese literature in the20th century”by the Times Literary Supplement.The two translators Howard Goldblatt and Djang Chu represent the East and the West cultures.There are many differences in their educational backgrounds,views and values,their translation motivations and translation strategies so that the styles of their English versions of Gan Xiao Liu Ji are distinct.But each has its own virtues.It should be more appropriate to use these two English versions of Gan Xiao Liu Ji to examine the translation events from the perspective of the register theory.Register theory originates from Malinowski’s thought of ter,Halliday, the founder of Systemic Functional Linguistics,put forward his thoughts of context and register,and incorporated register analysis into the theoretical system of the Systemic Functional Linguistics.Register refers to language variation determined by three situational context variables:field of discourse,tenor of discourse and mode of discourse,which are respectively called field,tenor and mode for short.Field refers to what happens in the world,including the topic,participant,time,place,etc.Tenor refers to the relationship between participants,including the status and role of participants.Mode refers to the role of language in communication,including communication channels(spoken/written),media,rhetorical way,etc.For the Systemic Functional Linguistics,the change of any situational factor will give rise to different language variation and different types of register.The differences between registers determine the grammatical and lexical selection.The three elements of situational context are respectively associated with three strands of meanings,or “discourse semantics”,in the text.These three strands are known as“metafunctions”,which are the experiential function,the interpersonal function and the textual function. Specifically,the discourse of field,the discourse of tenor and the discourse of mode respectively stimulate the experiential meaning,the interpersonal meaning and the textual meaning in the semantic system.In other words,the discourse of field,the discourse of tenor and the discourse of mode are realized by the experiential function, the interpersonal function and the textual function of language in the discourse, respectively.Correspondingly,these three functions are embodied in the system and structure of the lexico-grammatical level,such as transitivity,mood and thematic structures(Halliday,1985,1994).1.2Research ObjectiveThe purpose of this thesis is not to find out the pros and cons of the two English versions,but to explore the characteristics of the two versions from the perspective of register and which version achieves register equivalence to a greater extent. Meanwhile,this thesis discusses the contents and methods of register analysis, specifically,from the perspective of the Systemic Functional Linguistics,which discusses the method of register analysis of the English translation of Gan Xiao Liu Ji, as well as the direction and standard of evaluation of the translation.1.3Research MethodologyThe analytical method used in this study is a combination of quantitative analysis and qualitative analysis.First of all,the lexico-grammatical analysis of the source text and the two target texts is carried out,that is,the functional grammatical analysis is carried out in the unit of clauses at the semantic layer.Through the analysis of the transitivity system,mood system and modality system,theme system and information system of the source text and the target texts,it will be clear that what forms of expression are chosen and what meanings are expressed in the three texts,that is, experiential meaning,interpersonal meaning and textual meaning.And then to compare the meanings conveyed by the three texts can reveal whether the two target texts are“equivalent”or“deviated”from the source text.Then based on the analysis of experiential meaning,interpersonal meaning and textual meaning of the source text and the two translated texts,the thesis will analyze the situational context of the three texts,that is,field of discourse,tenor of discourse and mode of discourse.In other words,the content,the participants and their relationships which are expressed in the text outside the language,and the linguistic medium,channel,rhetorical devices in which the original author chooses to express social meaning in the communication are analyzed.Finally,according to the analysis of the register of the source text and the two target texts,and the final judgment is made on whether the register of the two translated texts are equivalent to that of the source text or not.1.4Research SignificanceIn this study,the Systemic Functional Linguistics is used to study translation practice.The purpose of this study is to compare and analyze the English versions of Howard Goldblatt and Djang Chu from the perspective of the register theory,and to obtain the register analysis methods of translation studies including Gan Xiao Liu Ji, and to evaluate the criteria and principles of the translation.In practice,this thesis has reference significance for translation practice,discourse analyses and translation studies related to Gan Xiao Liu Ji.In general,the register theory links the context and the various levels of the language system,which is conducive to comprehensively interpreting the circular process between the context and the language in the process of translation.Register theory provides a theoretical platform for comparison between the source text and the source context,the target text and the target context of Gan Xiao Liu Ji.1.5The Layout of the ThesisAccording to the nature and content of the study,this thesis is divided into five parts.Chapter one is a brief introduction to the background,object,significance and framework of the study.Chapter two is a literature review,summarizing the previous studies on theregister theory,translation practice based on the register theory,as well as the source text and two English versions of Gan Xiao Liu Ji.Chapter three is the theoretical framework on which this research relies,that is, the description of the register theory.Chapter four is of great significance in the thesis,which is the author’s comparative analysis of the two English versions of the Gan Xiao Liu Ji using the combination of qualitative analysis and quantitative analysis under the register theory.Chapter five is the conclusion made from the above analysis and the limitations of this study.Chapter TwoLITERATURE REVIEW2.1Previous Studies on Translation Based on Register TheoryThis part focuses on the studies at home and abroad of register theory and the combination of register theory and translation practice.2.1.1Previous studies on translation based on register theory abroadThere are many scholars studying translation from the perspective of register analysis abroad.Catford(1965)tried to establish a new theory of translation by analyzing the discourse involved in translation based on Halliday’s theory of Scale and Category Grammar.He also discussed the language variants in translation and introduced dialect,register,language type and way of language,and then put forward the concept of translation shift and classified the shift in translation.Ure(1971) initially defined the concept of the register from the perspective of lexical grammar, trying to distinguish the categories of register according to lexical categories.As far as Gregory(1988)concerned,in the translation studies,the research of the translatability can not leave the register equivalence alone.From the perspective of language use, Bell(1991)analyzed the three elements of the discourse:field,tenor and mode.He believes that social factors are closely related to the discourse,and the translator should analyze the original text based on the three parameters——field,tenor and mode before translating.As a translation theorist,Mona Baker(1992)investigated discourse analysis from a functional perspective.In her exploration of translation,she put emphasis mainly on the textual function of texts.Hatim and Mason(1990,1997) paid special attention to the meaning of context analysis.They studied the context from three aspects:communicative process,pragmatic behavior and symbolic communication.Among them,communicative process refers to the content of discourse theme,participants and their relationship,means of discourse and so on, which is actually the content of Halliday’s register analysis.House(1997,1981)putforward a systematic model of translation quality assessment based on register analysis.Steiner(1997)began to study translation from the perspective of the register in1997.Based on register analysis,Steiner(1998)explored the methods of analysis and evaluation of translation and put forward some new interpretations of some translation problems.Munday(2001)introduced and analyzed the main translation theories up to the end of the20th century.Among them,he analyzed and commented on the translation studies of House,Baker,Hatim and Mason whose studies were based on Halliday’s discourse analysis and register analysis.Matthiessen(2001) studied the translation in context,arguing that context is the greatest environment for translation and the value of the translation can be determined by using the field,the tenor and the mode.However,they only analyze the situational variables involved in the source text and lack systematic analysis of the target text.In recent years,the rise of Corpus Linguistics has provided a new tool for translation studies based on register theory. For example,Kruger(2012)focused on the register of the translated texts and found that there was relatively few register variation in the target text compared with the source text.Kreinkühle(2014)explored register shifts in scientific and technical translation.Neumann(2014)discussed the analysis of cross-linguistic register in translation studies at the theoretical and methodological level.These studies have achieved good results to a certain extent which provide a reference basis and direction for register research and make a certain contribution to the development of register theory.As for the related research of combining register theory and translation practice,it has gradually increased in recent years.However, more systematic methods that are used to analyse translation from the perspective of register theory need to be further improved,and the operational level of elaboration and examples need to be explored.2.1.2Previous studies on translation based on register theory at homeThe introduction of register theory into China was first done by Zhang Delu.He (1987)explained the status of this theory in the systemic functional grammar,thecharacteristics and functions of register.Guo(1989)also discussed the register theory in terms of the lexical level of language and language style.He introduced this theory into the Chinese to English translation and developed the application of this theory. Hu(2005)conducted the study on the equivalence of register in translation study.The equivalence in both the source and target text can be realized in both the form and content.Wu(2002)proposed how to grasp the register at the same time of “agreement”,and then achieve“fitness”in translation.Specifically,the target text is not only faithful to the content of the source text,but also faithful to the style of the source text.Tang(2002)elaborated on a combination of traditional stylistics with modern approaches to the analysis of language varieties and registers at various levels of comprehension of translation.Wang and Chai(2009)intended to integrate the concept of“register”in the Systemic Functional Linguistics into“transformation”, and put forward the concept of“register transformation”to expand the connotation of “transformation”at the level of pure language and connect the study of culture, context and text in the analysis of corresponding texts.Wang(2009)put forward the concepts of semantic drift and intertextual interference and analyzed the semantic drift and intertextual interference of polysemy.By comparing the Olympic slogan of China,the slogan of Asian Games in China and the slogan of Asian Games in Korea, Wang discussed how to evaluate the risk of translation choices in the context of semantic evolution to avoid possible negative intertextuality.Cao(2007)believes that in the process of translation,the translator’s grasp of the register of the original text helps the translator to understand the stylistic characteristics of the original text,so it is necessary to rebuild the register of the translated text corresponding to that of the original text.Then he(2016)chose specific examples in the translation of children’s literature to analyze and explore how the translator reproduces the register of the original text and what the suppositional social role of the translator acts in the context of the target text.While agreeing with Halliday’s thought of register,Gao(2013) found that register not only has the characteristics of situational context,but also has the characteristics of language.He(2014)applied the register analysis to the translation study and put forward the three-level model of register analysis oftranslation study.Then he(2015)proposed that the register has two sides,which provides the basis for the new concept of register reconstruction.Chen(Chen,Wang, &Zhang,2014)combined with the specific examples of Yang Xianyi’s and Hawkes’translation of Hong Lou Meng,exploring the correspondence of the register(field, register,tenor)of address translation in literary works,to ensure that the target text is faithful not only to the conceptual meaning of the original address,but also to the typological meaning of the potential structure of the text determined by the functional domain,in order to achieve its communicative and rhetorical functions.Liu(2016) compared the register space of English and Chinese with a qualitative method, concluding that the register level of Chinese is narrower than that of English.The root of the narrowing of register level in Chinese probably has a close relationship with the May4th Movement.From the perspective of register theory,Jing(Jing,&Duan,2017) discussed the equivalence of culture-loaded words in translation shift.Huang(Huang, &Sun,2017)conducted the research on the causes and methods of the register transformation in textual translation based on the register theory.And they put forward the strategy and type of three-step register transformation.Also,in recent years,many graduate students have written master’s degree theses in register and translation.These studies analyze different texts from the perspective of the register which have certain value and significance and provide different degrees of reference for further research.However,these studies are still in the introductory stage or primary stage in terms of research methods and perspectives.Most of these studies analyze different corpus based on the concept of three variables of situational context in the Systemic Functional Linguistics.The combination of register theory and analysis is not very close,that is,some analyses of translation are not built on lexical grammar which embodies the three language meta-functions,but on personal subjective impressions so that most of the analyses are interpreted at the linguistic level of words, sentences and so on.Some research is not deep and specific enough.2.2Previous Studies on Gan Xiao Liu Ji and Its English VersionsThis part combs the research thread of the source text and the two target texts of Gan Xiao Liu Ji at home and abroad.2.2.1Previous studies on Gan Xiao Liu Ji and its English versions abroadHowever,according to the literature the author holds,few scholars are studying the translating characteristics of the English versions of the Gan Xiao Liu Ji,let alone studying that from the perspective of the register.The story itself is more welcome abroad.2.2.2Previous studies on Gan Xiao Liu Ji and its English versions at homeGan Xiao Liu Ji is an outstanding work in the setting of the Cultural Revolution. It describes what the author Yang Jiang and her husband Qian Zhongshu saw,felt and realized in the special period of the Cultural Revolution,which not only shows people their difficult experiences,but also directly provides people with real and valuable materials for understanding this history.Yang Jiang has always enjoyed a high reputation in the Chinese literary world,and her literary attainments are quite high. The style of her article is unique,especially prose.Therefore,most of the domestic studies on Gan Xiao Liu Ji focus on its plain and simple writing style and its historical or cultural significance.Zhang(1994)believes that Yang Jiang’s placid narration is to convey her inner feelings and depict her painful soul with moderation.Her self-soothing and self-deprecating words express the irony of this historical event.Li (2009)combed the process of publishing Gan Xiao Liu Ji and its increasing popularity in the literary circles at home and abroad and praised Yang Jiang’s plain and simple writing style and her pure and unfiltered aesthetic realm.Wu(1991) considers that it is narrow to put Gan Xiao Liu Ji into the type of“optimism”prose because there is the protest in calmness and sympathy.Thus,the author called it “indefinite-form prose”.Wei(2012)interpreted Gan Xiao Liu Ji from Yang Jiang’s female perspective and intellectual standpoint.Under the method of10“society-literature,”Zhu(2019)tried to utilize the theory of cultural memory to show how the memory of intellectuals was edited by the literature of that period in the Gan Xiao Liu Ji.These studies are based on Yang Jiang’s writing style and the deep implication conveyed in her writing,which slightly involves in the language level,but not in-depth.Since the publication of Gan Xiao Liu Ji,it has aroused widespread concern in Chinese academic circles.However,there is not much research on the English translation of the book.Chen(2010)explored the translation strategies adopted in the three English versions to reflect the salient meaning of reduplicative words and the translation model embodied by these translation strategies.Zhang(2010)pointed out that interpretation on the part of the translators could work out well only when it complied with the intention of the source texts and the authors by quoting examples of amplification from the two English versions(respectively translated by Goldblatt and Djang Chu)of Yang Jiang’s Gan Xiao Liu Ji.Deng(2011)tried to analyze the two English versions respectively translated by Djang Chu and Geremie Barme from three aspects:the translator’s interpretation of the source text,the translator’s translation strategy and translation style,in order to explain the embodiment of the translator’s subjectivity in the target text.Xu(2016)studied the translation process of Goldblatt’s English versions of Gan Xiao Liu Ji based on83letters between Goldblatt and editors, publishers,authors,scholars and readers in the period of translating Gan Xiao Liu Ji, which were collected by the Archives of Chinese Literature Translation at the University of Oklahoma.Besides,this topic has aroused many graduate students’attention in recent years. On the basis of the German scholar Albrecht Neubert’s viewpoint on the theory of translation competence,Wu(2017)made a comparative study of two English versions of Gan Xiao Liu Ji which were respectively translated by Howard Goldblatt and Djang Chu from aesthetic,thematic,linguistic,cultural,textual and transformational aspects combined with the characteristics of the source text.Based on the theory of adaptation,Wang(2018)discussed the adaptation made in the process of translating Gan Xiao Liu Ji by Howard Goldblatt,the corresponding translation methods and thefactors that affect the author’s choice of adaptation from four aspects:contextual relationship,structural object,the dynamics of adaptation and the degree of consciousness in the process of adaptation.Han(2018),from the perspective of social semiotics,studied the difficulties encountered in the process of the translation of the language meaning,and the compensation strategy adopted by Howard Goldblatt to minimize the loss of meaning in the translation process.There are not many pieces of research on the English versions of the Gan Xiao Liu Ji in China.Moreover,the above researches on the translation phenomena in the translated texts of the Gan Xiao Liu Ji is not thorough and comprehensive,and there are few examples revealing the characteristics of the translated texts.However,the above researches are of great significance to the study of the English versions of the Gan Xiao Liu Ji,which can enlighten future scholars.The author finds that no one has studied the translated texts of the Gan Xiao Liu Ji from the perspective of the register theory of the Systemic Functional Linguistics,and the results of the comparative study of Howard Goldblatt and Djang Chu are rare.Most domestic scholars tend to study Howard Goldblat’s English translation and his translation ability and style.Chapter ThreeTHEORETICAL FRAMEWORK3.1Brief Introduction to Register TheoryThe research of register analysis originated from Malinowski’s related researches.He put forward the concept of situational context in1923,he thought that language activities of human always occur in a specific context,and the use of language should consider the context in which it is located(Malinowski,1923). However,to succeed in verbal communication,especially when communicative activities occur between people who speak different languages,the role of culture can not be ignored,so Malinowski proposed the concept of cultural context in1935 (Malinowski,1935).The initial development of register analysis benefits from Firth. He incorporated Malinowski’s thought of situational context into his linguistic theory. In his opinion,linguistics is the study of meaning of language which is the function of language in context(Firth,1935).The concept of the register was first put forward by Reid when he studied bilingual phenomena in1956(Reid,1956).In the early1960s, Halliday,the funder of the Systemic Functional Linguistics,inheriting and developing the concept of situational context raised by Malinowski and relation theory of meaning presented by Firth,held that language varies with its function,and this linguistic variant distinguished by function was register.In1964,Halliday summarized that the situational context consists of three elements or variables,namely, field of discourse,mode of discourse and style of discourse.In1978,for the sake of avoiding ambiguity,Halliday transformed“style of discourse”into“tenor of discourse”(Halliday,1978).And these three situational variables are called the field, tenor and mode for short.Meanwhile,Halliday found that these three situational variables were related to the three metafunctions of language(experiential, interpersonal and textual function).He believed that a particular register was a given type of situation,which acted on the semantic system and selected and activated a specific semantic network.The meaning potential determined by this process is the。

毕业论文中的Methodology部分怎么写——英国启航论文各位同学们都知道，毕业论文是由很多个部分构成，每个部分都有着其特定的写作内容与写作要求。

今天，英国启航论文小编要和大家说的就是毕业论文其中的一个构成部分——methodology，又称方法论部分。

方法论的具体写作要求如下：（1）对材料的描述应清楚、准确。

材料描述中应该清楚地指出研究对象（样品或产品、动物、植物、病人）的数量、来源和准备方法。

对于实验材料的名称，应采用国际同行所熟悉的通用名，尽量避免使用只有作者所在国家的人所熟悉专门名称。

（2）对方法的描述要详略得当、重点突出。

应遵循的原则是给出足够的细节信息以便让同行能够重复实验，避免混入有关结果或发现方面的内容。

如果方法新颖、且不曾发表过，应提供所有必需的细节；如果所采用的方法已经公开报道过，引用相关的文献即可（如果报道该方法期刊的影响力很有限，可稍加详细地描述）。

（3）力求语法正确、描述准确。

由于材料和方法部分通常需要描述很多的内容，因此通常需要采用很简洁的语言，故使用精确的英语描述材料和方法是十分重要的。

需要注意的方面通常有：①不要遗漏动作的执行者，如：“To determine its respiratory quotient, the organism was...”，显然，the organism不能来determine；又如：“Having completed the study, the bacteria were of nofurther interest.”，显然，the bacteria不会来completed the study。

②在简洁表达的同时要注意内容方面的逻辑性，如：“Blood samples were taken from 48 informed and consenting patients...the subjects ranged in age from 6 months to 22 years”，其中的语法没有错误，但6 months的婴儿能表达informed consent？③如果有多种可供选择的方法能采用，在引用文献时提及一下具体的方法，如：“cells were broken by as previously described”不够清楚，应改为：“cells were broken by ultrasonic treatment as previously described”。