發(fā)布時(shí)間：2018-01-16 06:36

  本文關(guān)鍵詞：中美大學(xué)畢業(yè)典禮演講中評(píng)價(jià)資源的比較研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 中美大學(xué)畢業(yè)典禮演講 評(píng)價(jià)理論 分布特征 人際意義 原因

【摘要】：本研究以評(píng)價(jià)理論為依托,旨在探究中美大學(xué)畢業(yè)典禮演講中評(píng)價(jià)資源的分布和人際意義的異同。評(píng)價(jià)理論主要研究語(yǔ)篇中態(tài)度構(gòu)建和主體間立場(chǎng)表達(dá)的評(píng)價(jià)性詞匯資源,是對(duì)韓禮德人際意義語(yǔ)法研究的補(bǔ)充。目前國(guó)內(nèi)外的評(píng)價(jià)研究主要集中在多種體裁的英語(yǔ)語(yǔ)篇,對(duì)漢語(yǔ)語(yǔ)篇的評(píng)價(jià)資源研究以及相同體裁的英漢語(yǔ)篇中評(píng)價(jià)資源的比較研究較少。本研究首先比較中美大學(xué)畢業(yè)典禮漢英演講語(yǔ)篇中詞匯評(píng)價(jià)資源的分布差異,并在此基礎(chǔ)上探究評(píng)價(jià)各子系統(tǒng)在漢英兩種語(yǔ)篇中的人際意義以及造成中美演講者使用評(píng)價(jià)資源的異同之處的原因。本文通過(guò)自建兩個(gè)微型語(yǔ)料庫(kù),對(duì)6篇清華大學(xué)畢業(yè)典禮演講(漢語(yǔ))和6篇哈佛大學(xué)畢業(yè)典禮演講(英語(yǔ))的評(píng)價(jià)資源進(jìn)行了定量和定性分析。首先,對(duì)兩個(gè)語(yǔ)料庫(kù)的所有語(yǔ)篇中的評(píng)價(jià)詞匯進(jìn)行手動(dòng)注釋和統(tǒng)計(jì);然后,比較中美大學(xué)畢業(yè)典禮演講語(yǔ)篇中評(píng)價(jià)資源的使用和人際功能的異同;最后,對(duì)中美大學(xué)畢業(yè)典禮演講語(yǔ)篇中評(píng)價(jià)資源相似和不同之處的原因進(jìn)行分析。分析結(jié)果發(fā)現(xiàn)中美大學(xué)畢業(yè)典禮演講語(yǔ)篇中評(píng)價(jià)資源的使用及其人際意義既存在相似之處也存在不同之處。相似之處:中美大學(xué)畢業(yè)典禮演講語(yǔ)篇中態(tài)度資源都是使用頻率最多的評(píng)價(jià)資源,而且積極的態(tài)度資源數(shù)量遠(yuǎn)遠(yuǎn)大于消極態(tài)度資源,這表明在畢業(yè)典禮演講語(yǔ)境下所有演講者都傾向于向畢業(yè)生表達(dá)積極的態(tài)度立場(chǎng)。具體來(lái)說(shuō),所有演講者都試圖使用“傾向”和“安全”情感資源向畢業(yè)生表達(dá)祝愿、期望和信任。雖然判斷是使用最少的評(píng)價(jià)資源,但是英漢演講者都基于“做事才干”和“堅(jiān)忍不拔”對(duì)個(gè)人行為進(jìn)行評(píng)價(jià)。就介入資源而言,演講者都試圖使用“包容”和“承認(rèn)”資源擴(kuò)展對(duì)話空間,并且他們都通過(guò)介入和強(qiáng)調(diào)而不是直接否定和替代來(lái)限制與他人對(duì)話。關(guān)于級(jí)差資源,演講者都傾向于使用更多“強(qiáng)勢(shì)”的“語(yǔ)勢(shì)”資源加強(qiáng)態(tài)度和立場(chǎng)介入的程度。不同之處:總的來(lái)說(shuō),中國(guó)大學(xué)畢業(yè)典禮演講者使用更多的級(jí)差資源來(lái)加強(qiáng)或減弱態(tài)度和立場(chǎng)介入的程度,而美國(guó)大學(xué)畢業(yè)典禮演講者使用更多的介入資源調(diào)節(jié)其價(jià)值立場(chǎng),從而擴(kuò)展或收縮與聽眾的對(duì)話空間。具體來(lái)說(shuō),就態(tài)度資源而言,在畢業(yè)典禮演講語(yǔ)境下,中國(guó)演講者使用更多的“快樂(lè)”情感資源來(lái)迎合語(yǔ)境。美國(guó)演講者傾向于利用鑒賞資源評(píng)價(jià)事物的社會(huì)價(jià)值。當(dāng)評(píng)價(jià)個(gè)人行為時(shí),中國(guó)演講者更多地基于人的“可靠性/堅(jiān)韌性”品質(zhì)進(jìn)行評(píng)價(jià),而美國(guó)演講者更關(guān)注個(gè)人的“做事才干”。就介入而言,中國(guó)演講者試圖收縮與聽眾的對(duì)話空間,而美國(guó)演講者試圖擴(kuò)展對(duì)話空間。具體來(lái)說(shuō),美國(guó)演講者使用更多的“包容”和“承認(rèn)”的對(duì)話擴(kuò)張資源建立與聽眾的和諧關(guān)系。中國(guó)演講者使用很多的“強(qiáng)調(diào)”資源來(lái)限制與不同聲音的對(duì)話空間。本文還指出了造成以上相似和不同之處的語(yǔ)境和文化原因。一方面,所有演講者都利用大學(xué)畢業(yè)典禮演講的場(chǎng)合向畢業(yè)生傳遞積極的態(tài)度和期待,給他們祝福和鼓勵(lì)。共同的語(yǔ)境是中美大學(xué)畢業(yè)典禮演講中評(píng)價(jià)資源存在相似之處的主要原因。另一方面,兩者評(píng)價(jià)資源存在不同之處是由于中美文化差異造成的。美國(guó)的主流價(jià)值觀是個(gè)人主義、競(jìng)爭(zhēng)和進(jìn)步、變化和不確定,以及基督教教義。這些文化因素解釋了在美國(guó)大學(xué)畢業(yè)典禮演講中基于個(gè)人能力的判斷和對(duì)事物社會(huì)價(jià)值鑒賞的評(píng)價(jià)話語(yǔ)現(xiàn)象很多的原因。另外,因?yàn)橄嘈抛兓筒淮_定性,美國(guó)大學(xué)畢業(yè)典禮演講者使用更多的對(duì)話擴(kuò)張資源來(lái)擴(kuò)大與他者的對(duì)話空間。與之相反,中國(guó)的主流價(jià)值觀是追求人際和諧的集體主義。這就是中國(guó)大學(xué)畢業(yè)典禮演講者更多地表達(dá)積極情感和基于人的可靠性進(jìn)行評(píng)價(jià)的原因。再者,因?yàn)榧w主義強(qiáng)調(diào)集體內(nèi)部的規(guī)范和信仰,所以中國(guó)大學(xué)畢業(yè)典禮演講者通過(guò)更多的個(gè)人強(qiáng)調(diào)和介入來(lái)縮小與他者的對(duì)話空間。本研究為中美大學(xué)畢業(yè)典禮演講語(yǔ)篇的寫作和理解提供重要參考,演講者應(yīng)選用恰當(dāng)?shù)脑u(píng)價(jià)詞匯以實(shí)現(xiàn)特定的人際意義,聽眾應(yīng)熟悉這些評(píng)價(jià)語(yǔ)言以更好地識(shí)別演講者的態(tài)度、立場(chǎng)和表達(dá)意圖。
[Abstract]:Based on the evaluation theory as the basis, to explore similarities and differences between the distribution of resources evaluation of Sino US college graduation speech and interpersonal meaning. The evaluation theory mainly studies the attitudinal construct and subject evaluation position expression of lexical resources, is a supplement to the study of interpersonal meaning of language Hallidy method. The current evaluation research at home and abroad mainly focus on English discourse genres, a comparative study of English and Chinese discourse resources evaluation evaluation of resources of Chinese discourse and the same genre in less. In this study, comparing the distribution differences of Chinese and English College Graduation Speech Discourse in terms of appraisal resources, and on this basis to explore the evaluation of each subsystem in Chinese and English two kinds of interpersonal meaning in discourse as well as the cause of the similarities and differences between the Sino American speakers use appraisal resources. This paper built two mini corpus of 6 pieces of Qing Dynasty China University Commencement Speech (Chinese) and the 6 Harvard University commencement speech (English) the evaluation of resources makes a quantitative and qualitative analysis. Firstly, the two corpora of all texts in terms of manual annotation and statistical evaluation; then, comparison of Sino US university commencement speeches in the use of resources evaluation and the interpersonal function; finally, carries on the analysis to the Sino US University Commencement Speech Discourse resource evaluation of similar and different reasons. Analysis results show that the resources of Chinese and American universities graduation speech in the interpersonal meaning of both similarities and differences also exist. The similarities between Chinese and American Universities: commencement speech attitudinal resources are the most frequently used evaluation of resources, and the number of positive attitude resources is far greater than the negative attitude of resources, this shows that in the graduation ceremony speech Speaking in the context of all speakers tend to express a positive attitude to the graduates position. Specifically, all speakers are trying to use "tendency" and "safe" emotional resources to express wishes to the graduates, expectations and trust. Although the judgment is the minimal use of resources, but is the English speakers are based on the "work ability" and "firm and indomitable" to evaluate the behavior of individuals. In resources, the speakers have tried to use the "inclusive" and "recognition" resources to expand dialogue space, and all of them through the intervention and emphasized rather than direct negation and alternative to limit the dialogue with others. On graduation resources, speakers tend to use more "strong" language "" resource to enhance the attitude and position of the degree of involvement. The difference: in general, China university commencement speakers use more resources to strengthen graduation Or weaken the attitude and position of the degree of involvement, while the United States University commencement speakers use more resources to adjust its value in position, so as to expand or contract with the audience dialogue space. Specifically, the attitude of resources, in the context of Chinese commencement speech, the speaker uses more "happy" emotional resources to cater to the context. American speakers tend to use appreciation resources evaluation things social value. When evaluating the behavior of the individual, China speaker based more on people's "reliability / robustness" quality evaluation, and the speakers will pay more attention to the individual "work ability". China involved, the speaker tried to contraction conversation with the audience space. The speaker trying to expand dialogue space. Specifically, the speakers use more "inclusive" and "dialogic expansion resources building and recognition" The harmonious relationship between the audience. Chinese speakers use a lot of "emphasis" resources to limit with the different voices of the dialogue space. This paper also points out the similarities and differences between the context and cultural reasons. On the one hand, all speakers use university commencement speech occasion convey a positive attitude and look forward to the graduates, give them a blessing and encouragement. Common context is the resources of Chinese and American universities commencement address the similarities of the main reasons. On the other hand, the evaluation of different resources is due to the cultural differences between China and America. America's mainstream values of individualism, competition and progress, change and uncertainty, and the culture of Christianity. In the United States factors explain the college graduation speech based on personal judgment and appreciation of things of social value evaluation of discourse phenomena The reason. In addition, because I believe that changes and uncertainty, American college graduation speaker to expand the dialogue with other people to use more space dialogue resource expansion. By contrast, the mainstream value Chinese concept is the pursuit of interpersonal harmony of the collective. This is why Chinese university commencement speaker to express more positive emotion and based on the evaluation of human reliability. Furthermore, because the collective emphasize Collective internal norms and beliefs, so Chinese college graduation speaker through more emphasis and personal intervention to reduce and other dialogue space. This study provides an important reference for the college graduation speech writing and comprehension, the speaker should choose appropriate evaluation of vocabulary to realize the interpersonal meaning of a particular audience, should be familiar with these evaluation language to better identify the speaker's attitude, position and form Map.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H315;H15

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王振華;劉成博;;作為社會(huì)過(guò)程的法律語(yǔ)篇——態(tài)度紐帶與人際和諧[J];中國(guó)外語(yǔ);2014年03期

2 王振華;張慶彬;;基于語(yǔ)料庫(kù)的中外大學(xué)校訓(xùn)意義研究——“評(píng)價(jià)系統(tǒng)”視角[J];外語(yǔ)教學(xué);2013年06期

3 張大群;;學(xué)術(shù)論文中的隱性評(píng)價(jià)及其識(shí)別[J];外語(yǔ)教學(xué)理論與實(shí)踐;2010年03期

4 李君;張德祿;;電視新聞訪談介入特征的韻律性模式探索[J];外語(yǔ)教學(xué);2010年04期

5 朱永生;;概念意義中的隱性評(píng)價(jià)[J];外語(yǔ)教學(xué);2009年04期

6 姜望琪;;語(yǔ)篇語(yǔ)義學(xué)與評(píng)價(jià)系統(tǒng)[J];外語(yǔ)教學(xué);2009年02期

7 劉世鑄;;基于語(yǔ)料庫(kù)的情感評(píng)價(jià)意義構(gòu)型研究[J];外語(yǔ)教學(xué);2009年02期

8 常晨光;;評(píng)價(jià)意義的韻律性特征[J];北京科技大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2008年03期

9 王振華;馬玉蕾;;評(píng)價(jià)理論:魅力與困惑[J];外語(yǔ)教學(xué);2007年06期

10 劉世鑄;;評(píng)價(jià)的語(yǔ)言學(xué)特征[J];山東外語(yǔ)教學(xué);2007年03期

相關(guān)博士學(xué)位論文 前1條

1 徐來(lái)娟;英語(yǔ)學(xué)術(shù)講座話語(yǔ)的評(píng)價(jià)及其語(yǔ)類結(jié)構(gòu)[D];西南大學(xué);2013年

相關(guān)碩士學(xué)位論文 前6條

1 白璐;美國(guó)大學(xué)畢業(yè)典禮演講辭的人際功能分析[D];山西師范大學(xué);2015年

2 屈鑫怡;中美畢業(yè)典禮演講中語(yǔ)用原則的對(duì)比研究[D];南昌大學(xué);2014年

3 朱曉玲;英漢大學(xué)畢業(yè)典禮演講中詞匯銜接手段的對(duì)比研究[D];河南師范大學(xué);2014年

4 王琳卓;積極話語(yǔ)分析視角下中美大學(xué)精英英語(yǔ)演講語(yǔ)篇的對(duì)比研究[D];大連外國(guó)語(yǔ)大學(xué);2014年

5 丁曉明;大學(xué)畢業(yè)典禮演講的評(píng)價(jià)分析[D];長(zhǎng)春理工大學(xué);2013年

6 馬莉莉;美國(guó)大學(xué)畢業(yè)典禮演講中的概念隱喻研究[D];曲阜師范大學(xué);2012年

，

本文編號(hào)：1431951