本文選題：TED激勵(lì)類演講 + 語(yǔ)用預(yù)設(shè)�。� 參考：《東北農(nóng)業(yè)大學(xué)》2017年碩士論文

【摘要】：TED演講出現(xiàn)以來(lái)吸引許多聽眾,其成功的激勵(lì)效果引發(fā)了語(yǔ)言研究者的廣泛關(guān)注以及多種維度的研究。本研究聚焦于語(yǔ)用預(yù)設(shè)的評(píng)價(jià)功能探索,借鑒了萊文森的語(yǔ)用預(yù)設(shè)及預(yù)設(shè)觸發(fā)語(yǔ)理論、馬丁的評(píng)價(jià)理論等相關(guān)理論,構(gòu)建適切的理論模型,分別從顯性和隱性兩個(gè)層面對(duì)TED激勵(lì)類演講中的語(yǔ)用預(yù)設(shè)評(píng)價(jià)功能進(jìn)行研究。顯性語(yǔ)用預(yù)設(shè)由特定的觸發(fā)語(yǔ)以及特定語(yǔ)言結(jié)構(gòu)所激發(fā)。隱性語(yǔ)用預(yù)設(shè)則具有隱蔽性,無(wú)明顯的觸發(fā)機(jī)制,但可作為評(píng)價(jià)資源實(shí)現(xiàn)評(píng)價(jià)功能。語(yǔ)用預(yù)設(shè)的特點(diǎn)與評(píng)價(jià)理論三個(gè)子系統(tǒng)的契合度很高,為使語(yǔ)用預(yù)設(shè)的評(píng)價(jià)功能研究更深入,本研究選取了30篇TED激勵(lì)類演講語(yǔ)篇為語(yǔ)料,在研究方法上采用定性研究與定量研究相結(jié)合,并針對(duì)兩類語(yǔ)用預(yù)設(shè)如何實(shí)現(xiàn)評(píng)價(jià)功能采用了對(duì)比分析的研究方法,以期在剖析顯性語(yǔ)用預(yù)設(shè)和隱性語(yǔ)用預(yù)設(shè)之間關(guān)系的基礎(chǔ)上探究演講中顯性和隱性語(yǔ)用預(yù)設(shè)可實(shí)現(xiàn)何種評(píng)價(jià)功能。首先,通過(guò)數(shù)據(jù)的收集和分析發(fā)現(xiàn),在TED激勵(lì)類演講中,雖然顯性預(yù)設(shè)的總量多于隱性預(yù)設(shè),但兩類語(yǔ)用預(yù)設(shè)中能夠?qū)崿F(xiàn)評(píng)價(jià)功能的絕對(duì)數(shù)量并未見較大差距。能實(shí)現(xiàn)評(píng)價(jià)功能的顯性預(yù)設(shè)僅占其總數(shù)量的39.37%,能實(shí)現(xiàn)評(píng)價(jià)功能的隱性預(yù)設(shè)占其總數(shù)量的90.11%。其次,通過(guò)線性回歸分析可見顯性句法層語(yǔ)用預(yù)設(shè)、顯性音系層語(yǔ)用預(yù)設(shè)以及隱性句法層語(yǔ)用預(yù)設(shè)對(duì)顯、隱性詞匯層語(yǔ)用預(yù)設(shè)呈正相關(guān)。顯隱性語(yǔ)用預(yù)設(shè)相互作用產(chǎn)生評(píng)價(jià)功能,顯性預(yù)設(shè)為隱性預(yù)設(shè)的存在提供條件,隱性預(yù)設(shè)的評(píng)價(jià)功能堆積產(chǎn)生顯性評(píng)價(jià)功能,評(píng)價(jià)功能主要通過(guò)顯隱性預(yù)設(shè)的詞匯層面實(shí)現(xiàn)。最后,在預(yù)設(shè)實(shí)現(xiàn)的三種評(píng)價(jià)功能中,介入多于態(tài)度,級(jí)差最少。在預(yù)設(shè)實(shí)現(xiàn)的介入功能中會(huì)話擴(kuò)張多于會(huì)話收縮。實(shí)現(xiàn)介入功能的預(yù)設(shè)有3695個(gè),其中會(huì)話緊縮1318個(gè),占35.67%,會(huì)話擴(kuò)展功能的有2377個(gè),占64.33%。實(shí)現(xiàn)態(tài)度功能的預(yù)設(shè)有3102個(gè),其中情感功能661個(gè),占21.31%,判斷功能981個(gè),31.62%,鑒賞功能1460個(gè),占47.07%.實(shí)現(xiàn)級(jí)差功能的預(yù)設(shè)最少,有2505個(gè),其中語(yǔ)勢(shì)功能1511個(gè),占60.32%,聚焦功能994個(gè),占39.68%。三種功能的數(shù)量順序如下:介入態(tài)度級(jí)差。在介入功能中,對(duì)話擴(kuò)展對(duì)話緊縮。在態(tài)度功能中,鑒賞判斷情感。在級(jí)差功能中,語(yǔ)勢(shì)聚焦。本文的研究結(jié)果不但充實(shí)了經(jīng)典預(yù)設(shè)理論模型,而且將預(yù)設(shè)理論的應(yīng)用研究擴(kuò)展到了演講領(lǐng)域,為演講中的預(yù)設(shè)研究提供了理論基礎(chǔ)。本研究結(jié)果有助于演說(shuō)者通過(guò)合理地利用顯性或隱性預(yù)設(shè)來(lái)實(shí)現(xiàn)主觀介入、態(tài)度和級(jí)差等評(píng)價(jià)功能,以增強(qiáng)演講的渲染力和可信度。此外,讀者和聽眾也可通過(guò)解讀語(yǔ)用預(yù)設(shè)的評(píng)價(jià)功能,從而更好地理解演說(shuō)者的言外之意。
[Abstract]:TEDTalk has attracted many listeners since its emergence, and its successful motivational effect has attracted wide attention of language researchers and many dimensions of research. This study focuses on the evaluation function of pragmatic presupposition, and draws lessons from Levinson's pragmatic presupposition and presupposition trigger theory, Martin's evaluation theory and so on, and constructs an appropriate theoretical model. This paper studies the evaluation function of pragmatic presupposition in TED-based motivational talks from both explicit and implicit levels. Explicit pragmatic presupposition is inspired by specific triggers and specific linguistic structures. Implicit pragmatic presupposition is hidden and has no obvious trigger mechanism, but it can be used as evaluation resource to realize evaluation function. The characteristics of pragmatic presupposition and the three subsystems of evaluation theory have a high degree of agreement. In order to deepen the research on the evaluation function of pragmatic presupposition, 30 TED-based speech texts are selected as the corpus. The qualitative and quantitative studies are combined in the research methods, and the comparative analysis is used to study how the two kinds of pragmatic presupposition can realize the evaluation function. On the basis of analyzing the relationship between explicit pragmatic presupposition and implicit pragmatic presupposition, this paper explores the evaluation function of explicit and implicit pragmatic presupposition in speech. Firstly, through the data collection and analysis, it is found that although the total number of explicit presuppositions is more than that of implicit presuppositions in TED incentive talks, there is no big gap in the absolute number of the two kinds of pragmatic presuppositions that can achieve the evaluation function. The explicit presupposition which can realize the evaluation function only accounts for 39.37% of the total number, and the recessive presupposition which can realize the evaluation function accounts for 90.11% of the total number. Secondly, the linear regression analysis shows that there is a positive correlation between the explicit pragmatic presupposition at the syntactic level, the pragmatic presupposition at the dominant phonological level and the implicit pragmatic presupposition at the implicit syntactic level. Explicit implicit pragmatic presupposition interaction produces evaluation function, explicit presupposition provides conditions for the existence of implicit presupposition, and implicit presupposition accumulates to produce dominant evaluation function, which is mainly realized through explicit implicit presupposition lexical level. Finally, among the three evaluation functions, intervention is more than attitude, and the difference is the least. In the preset implementation of intervention function, the expansion of the session is more than the contraction of the session. The presupposition of interventional function is 3695, of which 1318 are session contraction (35.67g), and 2377 (64.3333) are session expansion. There are 3102 presuppositions to realize attitude function, of which 661 are affective function (21.31), 981 are judgment function (31.62), and 1460 (47.07) are appreciation function. The presupposition of realizing the differential function is the least, there are 2505, of which 1511 (60.32) are potential functions, 994 (39.68) are focused functions. The quantitative order of the three functions is as follows: intervention attitude difference. In the intervention function, the dialogue expands the dialogue contraction. In the function of attitude, appreciation judges emotion. In the differential function, the potential focus. The results of this paper not only enrich the classical presupposition theoretical model, but also extend the applied research of presupposition theory to the field of speech, which provides a theoretical basis for the presupposition research in speech. The results of this study are helpful for the speaker to make use of explicit or implicit presupposition to realize the evaluation functions of subjective intervention attitude and level difference so as to enhance the rendering power and credibility of the speech. In addition, readers and listeners can also interpret the evaluation function of pragmatic presupposition so as to better understand the speaker's implication.
【學(xué)位授予單位】：東北農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H313

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