近年,众学者认为ESP领域的语类分析模式存在种种缺陷,应建立一个语类多维度分析模式?笔者从语类本质是实现特定交际目的出发,构建语类多维分析模式,以Swalesian语类分析为基础,宏观层面植入语境,微观层面植入主位推进理论,用主位功能将宏观和微观层面衔接?并用雅思大作文展示新模式运用?本研究旨在理论上,构建语类多维度分析模式;在实践中,帮助二语学习者了解成功实现交际目的语篇的特征,写出合格语篇,融入学术界?

The focus of genre analysis is generally on the analysis of generic constructs with little attention to contexts. Nowadays many scholars even including Bhatia in Swalesian school think a multi-perspective genre analytical framework is needed. The author of the paper thinks that since any discourse or genre is the product of social practice with a communicative purpose and its analysis should be context-dependent. In view of this, the author claims that a multi-perspective genre analytical framework can be built by integrating social context and thematic development into the existing genre analytical framework. The new framework can be used to have a thorough explanation of what well-formed and communicatively effective discourses are like. The feasibility of the new framework is further demonstrated by the analysis of IELTS writing. Findings show that native speakers’ discourses contain three obligatory Moves and seven Steps to build global coherence. Texts of Band 8 develop successfully through all the obligatory Moves and most obligatory Steps. Texts of Band 4.5 and Band 6 do not provide a very strong argument because some of obligatory Moves and Steps are missing. Native speakers of English tend to use simple linear progression patterns, derived rheme and continuous rheme progression patterns to build local coherence. EFL learners across all levels do not pay enough attention to rheme-rheme interaction. Native English speakers use more material and relational process. Furthermore, they express their viewpoints and reasoning in a more implicit way. EFL learners, on the contrary, use more relational process. In addition, they express their viewpoints and reasoning in a more explicit way. The results of the study can be used in writing teaching to help EFL learners write communicatively successful discourses.