本文關(guān)鍵詞： 主位 主位推進 對比分析 詩歌　出處：《山西師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：中外學(xué)者半個多世紀(jì)的語言對比研究，使翻譯領(lǐng)域受益匪淺。近些年來，對比研究的重點已從句子層面轉(zhuǎn)向了篇章層面。其中英漢語篇對比研究引起了中國語言學(xué)家的極大興趣。 韓禮德的主位-述位理論以及丹尼斯提出的主位推進模式被廣泛用于各種類型的語篇研究中。語篇中的主位推進模式直接影響著語篇結(jié)構(gòu)和信息的邏輯發(fā)展順序。根據(jù)系統(tǒng)功能語法的理論，在任何一種語言的框架下，其句子都有自己的主位與述位。在特定的語言環(huán)境中，語篇前后句子的主位述位之間會發(fā)生某些聯(lián)系，主位與主位之間，主位與述位之間，述位與述位之間，這些聯(lián)系隨著語篇發(fā)展而發(fā)生某種變化，形成主位推進，從而使整個語篇銜接連貫。 在系統(tǒng)功能語法的指導(dǎo)下，國內(nèi)外學(xué)者對主位推進模式的分析已經(jīng)做了大量深入的研究，涉及新聞報道，寫作教學(xué)，，醫(yī)學(xué)類語篇，聽力教學(xué)，廣告語篇等方面，但這些理論卻很少被用來分析詩歌語篇。鑒于詩歌具有作為文學(xué)精髓的價值，筆者認為通過對英漢詩歌的對比分析，可以為我們提供一種不同的視角去更深入的理解英漢兩種語言之間的關(guān)系。 本研究采用對比的研究方法對英漢詩歌語篇中主位及主位推進模式進行了定性定量分析，旨在揭示英漢詩歌中使用的主位及主位推進模式和什么特點，兩者之間有何異同。本文選取了20首英漢詩歌進行對比分析。首先通過定性分析英漢詩歌的主位及主位推進模式有哪些；其次通過定量分析得出它們的英漢詩歌中分布的統(tǒng)計數(shù)據(jù)；最后根據(jù)統(tǒng)計的數(shù)據(jù)進行對比分析，并得出結(jié)論。與其它語篇相比，詩歌中的主位推進模式受其語言的影響會體現(xiàn)出一些自己的特點：英漢詩歌中都會出現(xiàn)省略主位，但中文詩歌中更常見；英詩中標(biāo)記和句式主位更多，而中文詩歌中句式主位比較少見；英文詩歌中主位推進模式的分布更廣泛，而中文詩歌中主位推進模式的分布相對比較集中。由此可以得出英文詩歌中無論是主位還是主位推進模式都要比中文詩歌更復(fù)雜些。
[Abstract]:The contrastive study of language between Chinese and foreign scholars for more than half a century has greatly benefited the field of translation. In recent years, The contrastive study has shifted from the sentence level to the textual level, in which the contrastive study of English and Chinese texts has aroused great interest among Chinese linguists. Halliday's theme-rheme theory and Dennis's thematic progression model are widely used in various types of discourse research. Thematic progression patterns in discourse directly affect the logical development of discourse structure and information. According to the theory of systemic functional grammar, Within the framework of any language, the sentence has its own theme and rheme. In a particular linguistic environment, there are certain relationships between the themes of the sentences before and after the text, between the theme and the theme, between the theme and the rheme. Between rheme and rheme, these relations change with the development of discourse and form thematic progression to make the whole text coherent. Under the guidance of systemic functional grammar, scholars at home and abroad have done a lot of in-depth research on thematic progression model, including news reporting, writing teaching, medical discourse, listening teaching, advertising discourse and so on. However, these theories are rarely used to analyze poetry discourses. In view of the value of poetry as the essence of literature, the author thinks that through the contrastive analysis of English and Chinese poetry, It can provide us with a different perspective to better understand the relationship between English and Chinese. The present study uses a contrastive approach to make a qualitative and quantitative analysis of themes and thematic progression patterns in English and Chinese poetry, with a view to revealing the patterns and characteristics of themes and thematic progression used in English and Chinese poetry. This paper selects 20 poems from English and Chinese for comparative analysis. Firstly, it qualitatively analyzes the themes and thematic patterns of English and Chinese poetry. Secondly, the statistical data of their English and Chinese poetry are obtained by quantitative analysis. Finally, a comparative analysis is made according to the statistical data, and the conclusion is drawn. The thematic progression pattern in poetry, influenced by its language, will reflect some of its own characteristics: ellipsis of theme in both English and Chinese poetry, but more common in Chinese poetry, more marked and syntactic themes in English poetry. In Chinese poetry, the pattern of thematic progression is relatively rare, and the pattern of thematic progression is more widely distributed in English poetry. However, the distribution of thematic progression patterns in Chinese poetry is relatively concentrated, and it can be concluded that both thematic and thematic progression patterns in English poetry are more complex than in Chinese poetry.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H314;H14

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本文編號：1555232