本文選題：模糊限制語 + 即興演講��； 參考：《新疆大學》2012年碩士論文

【摘要】：在即興演講中，演講者不僅要就命題提出自己的見解，而且還要處理與裁判、聽眾等各種復雜的人際關系。因此，即興演講中的人際意義是基本且復雜的。在即興演講中，為了使自己的觀點易于接受并具有意義，模糊限制語作為一種非常有效的策略被演講者廣泛地用來協(xié)調可能會遇到的各種人際關系。 長期以來，，韓禮德的系統(tǒng)功能語法被認為是分析人際意義的強有力的工具。但在系統(tǒng)功能語法中，人際意義的實現(xiàn)主要著眼于語氣和情態(tài)。王振華（2001:13）認為其忽視了對對話人的賦值語義的研究，馬丁意識到了這一盲點。在系統(tǒng)功能語法的基礎上提出了評價理論，深化了人際意義的研究。評價理論提出后，廣泛應用于各種文本，被認為是闡釋人際意義的理想工具。本文以評價理論為理論框架，探討作為不同評價資源的模糊限制語的分布情況，以及其所表達的人際意義。 本文從“21世紀杯”大學生英語演講比賽中抽取了50篇中國大學生的即興演講進行了數(shù)據分析，采取定性和定量互補的研究方法。研究結果發(fā)現(xiàn)模糊限制語以介入資源和極差資源的形式廣泛存在于即興演講中，但表達了不同的人際意義。作為介入資源的模糊限制語體現(xiàn)了演講者愿意與不同聲音展開對話，承認不同聲音的共存。對話拓展和對話壓縮都體現(xiàn)演講者愿意與聽眾進行互動。這樣有利于演講者和聽眾結成同盟，建立和諧統(tǒng)一的關系。作為級差資源的模糊限制語不僅可以幫助演講者表達自己的立場，還可以使演講者通過增強自己的評價主張極力地說服聽眾或者降低自己的評價主張來避免自己的觀點過于絕對，以便增加言語的說服力。本研究有助于演講者理解如何在演講中使用模糊限制語達到自己的交際目的。理解了模糊限制語的人際意義，聽眾能更好地理解演講者的真正意圖。同時，此研究可以幫助學生提高模糊限制語的使用意識，增強對其特點與功能的了解.
[Abstract]:In the improvisation speech, the speaker should not only put forward his own opinion on the proposition, but also deal with various complicated interpersonal relationships with the referee, audience and so on. Therefore, the interpersonal meaning of improvisation speech is basic and complex. In order to make their views acceptable and meaningful in improvisation speech hedges as a very effective strategy are widely used by the speaker to coordinate all kinds of interpersonal relationships that may be encountered. For a long time, Halliday's systemic functional grammar has been regarded as a powerful tool for analyzing interpersonal meaning. But in systemic functional grammar, the realization of interpersonal meaning mainly focuses on mood and modality. Wang Zhenhua / 2001: 13) thinks that it ignores the study of the assignment semantics of dialogs, and Martin realizes this blind spot. On the basis of systemic functional grammar, this paper puts forward the theory of evaluation, which deepens the study of interpersonal meaning. The theory of evaluation has been widely used in various texts and is regarded as an ideal tool for interpreting interpersonal meaning. Based on the theory of evaluation, this paper discusses the distribution of hedges as different evaluation resources and their interpersonal meaning. In this paper, 50 impromptu speeches of Chinese college students in the 21st Century Cup English speech contest are selected for data analysis, and qualitative and quantitative complementary research methods are adopted. The results show that hedges are widely used in improvisation speech in the form of intervention resources and extremely poor resources, but they express different interpersonal meanings. As an intervention resource, hedges reflect the speaker's willingness to engage in dialogue with different voices and acknowledge the coexistence of different voices. Dialogue expansion and dialogue compression both reflect the speaker's willingness to interact with the audience. This helps the speaker and the audience form an alliance and build a harmonious and unified relationship. Vague hedges, as a hierarchical resource, can not only help speakers express their positions, It can also enable the speaker to try to persuade the audience or lower his opinion to avoid his opinion being too strong, so as to increase the persuasiveness of the speech. This study helps speakers understand how to use hedges to achieve their communicative purposes. By understanding the interpersonal meaning of hedges, the audience can better understand the real intention of the speaker. At the same time, this study can help students to improve their awareness of the use of hedges, and enhance their understanding of their characteristics and functions.
【學位授予單位】：新疆大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H146

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本文編號：1921395