经济新闻报道的批评性话语研究-基于《纽约时报》和《华尔街日报》对中国的经济报道-a critical discourse study of economic news reports - based on the economic reports of china by the new york times and the wall street journal.docx

2 2 经济新闻报道的批评性话语分析基于《纽约时报》和《华尔街日报》对中国的经济报道 not simply report the economy itself, but connect it with other elements, intending to shape a negative image of China. This is closely related to the political, economic and cultural differences between the two countries. The findings imply that it is necessary to raise people’s critical language awareness. On the one hand, pedagogically, CDA should be taught in language courses as a supplement to linguistic knowledge to help promote language learners’ awareness of how discourse molds readers’ views. On the other hand, Chinese journalists must increase their awareness of the basic values of our own and other cultures to help foreigners know about China and build a positive national image of China. This thesis consists of five chapters. Chapter one briefly deals with the background, the research questions, the purpose and significance, the methodology and the organization of this study. Chapter two reviews the previous studies carried out both at home and abroad. Chapter three introduces the theoretical framework and analytical tools of this studyFairclough’s three-dimensional model and Halliday’s systematic functional grammar. Chapter four deals with the quantitative and qualitative analyses of the economic news reports from the New York Times and The Wall Street Journal. Chapter five summarizes the content of the whole thesis, giving answers to the research questions raised in chapter one and presenting the implications of this study. It also points out the limitations of this research and gives suggestions for further studies. Key Words: critical discourse analysis; economic news reports; New York Times; The Wall Street Journal I I List of Tables and Figures Table 1.0 Brief overview of CDA researches at home and abroad…………………….……. 5 Table 3.1 Halliday’s categorization of process types (Halliday, 1994:143) ………………. 25 Table 3.2 Modality: examples of “type” and orientation combined ……………………..…..27 Table 4.1 The contents a