學術摘要是具有高密度邏輯論證的文類，這些邏輯論證常依靠顯性連接成分連接(Swales 1990)。本文旨在探討中文博士論文摘要中，不同領域作者如何使用顯性連接成分表達論證間的邏輯語意關係，以及學科領域差異如何影響作者使用這些連接性成分。
本研究共選取九十篇國立大學博士論文摘要作為語料，依領域分成人文、工程、社會科學各三十篇。連接性成分的分類標準依據功能語言學家Halliday (1994)，分成詳述(Elaboration)、延伸(Extension)、增強(Enhancement)三大類，僅含括非命題性與指涉語篇內部等具有後設論述功能的連接成分。
在詳述連接成分方面，統計結果顯示人文領域作者比工程與社會領域作者明顯使用更多連接成分。在詳述連接成分的次類中，闡明類(Clarification)有整體顯著差異。這與學科論證內容有關。人文領域的論證內容較多理論性與概念性的抽象成分，因此作者需要更多的主觀說明闡釋才能清楚表達論證間的邏輯語意關係。在工程領域摘要中未發現總結成分(Summative)，顯示作者較不傾向於使用顯性標記幫助讀者總結論證重點，作者與讀者的關係較疏離。此外，人文領域作者使用較多種類的闡明性連接成分，而工程領域作者使用最少種類以及最少的語言形式，顯示領域差異會影響語言豐富度與篇章修辭。
在延伸連接成分方面，變換類(Variation)在人文和工程領域作者間有顯著差異，特別是取代連接成分(Replacive)，人文領域作者使用最多而工程領域作者未使用。這與科學寫作規範有關。在科學工程領域中，作者較無法反駁已知的定理，以及作者較期待自身研究是正面支持前人研究。人文領域則相反，作者透過與前人不同的論述鞏固自己的核心論點，找出與前人的差異才是貢獻所在，因此使用較多取代連接成分。
在增強連接成分方面，領域間無差異，顯示增強連接成分是中文學術寫作的必要手段，與學科領域較無關係。增強連接成分有四個次類。時空類(Spatio-temporal)也是學術寫作必要手段，領域間差異不明顯。方式類(Manner)裡則是手段(Means)連接成分使用多於比較(Comparison)連接成分。這是因為學術摘要中，描述研究方法是必要語步(move)(Pho 2008)，因此手段連接成分較多。在工程領域摘要中未發現反面比較連接成分(Negative Comparison)，這與作者期待正面支持前人研究有關，傾向於找到共通點而非相異點。因果條件類(Causal-conditional)則是工程領域作者使用最多，人文領域作者最少，尤其在條件(Conditional)次類，人文領域作者完全未使用。這是因為工程領域必須清楚陳述實驗條件，實驗條件細節對於結果可靠性影響重大。人文領域作者則是較傾向從綜觀的角度，全盤分析各種可能性，因此較無單獨設定條件的需要。此外，工程領域作者明顯依賴因果條件類連接成分多於增強連接的另三個次類，顯示作者使用的語言資源較為單一，豐富性不高。最後則是方面類(Matter)連接成分，領域間無顯著差異，也是學術寫作必要手段，可以幫助作者清楚陳列討論面向，使讀者易於掌握。
總而言之，人文領域與工程領域間差異較大，與社會科學領域差異較小，連接成分的使用差異與學科知識內容以及學科寫作規範有關。整體而言，人文領域作者使用較多種類的連接成分，展現較豐富的語言形式。工程領域作者則相當依賴少數的類別，使用較不豐富的語言資源進行論證間邏輯語意銜接。

Connectives in this study are defined as cohesive devices which guide readers through the text and help writers structure the logico-semantic relations among arguments. They belong to interactive metadiscourse (Thompson 2001) and primarily denote non-propositional and text-internal meanings (Hyland 2005).
With a databank comprising ninety doctoral dissertation abstracts chosen from eight national universities in Taiwan, this study investigates the use of connectives in the humanities, engineering, and social sciences. The coding schema follows Halliday (1994), classifying the connectives into Elaboration, Extension, and Enhancement.
In the Elaboration category, the humanities writers use connectives significantly more than the engineering and social sciences writers. This reflects the nature of knowledge in the humanities, where writers often deal with highly conceptual and theorized ideas, thus the abstractness of knowledge contents requires writers employ more connectives to explicitly highlight the logico-semantic relations among arguments. Overall speaking, the humanities writers use connectives with a greater variety, whereas the engineering writers exploit connectives with a rather restricted repertoire. This observation confirms Peacock’s (2010) study.
In terms of Extension, the humanities writers use the Variation significantly more than the engineering writers, especially in the Replacive subcategory. The Replacive connectives (e.g. 反之 ‘instead’) link a counterclaim with the preceding argument, conveying a tone of denial and refusal. They are not preferred by the engineering writers because the scientific conventions encourage writers to seek common grounds with the previous literature (Becher 1994). On the other hand, the humanities writers show contribution to the academic community by indicating the differences between their interpretation and previous knowledge. Therefore, more Replacive connectives were used in the humanities abstracts.
As for the Enhancement, the disciplinary variations were not significant in statistics, suggesting that the Enhancement connectives are deployed by writers for the requirements of Chinese academic writing, instead of showing the contrast between the nature of knowledge and disciplinary writing.
In sum, this study supports Swales’s (1990) observation that the use of interactive metadiscourse is a key differentiating feature in the writing of doctoral dissertation abstracts, and disciplinary variations can be unveiled through examining the use of text-oriented connectives in these abstracts.

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