本文選題：人際意義 + 評(píng)價(jià)理論　； 參考：《重慶大學(xué)》2012年碩士論文

【摘要】：在全球化背景下，，中國(guó)與其他國(guó)家的合作交流已不僅僅局限在經(jīng)濟(jì)范疇之中，更多的關(guān)注轉(zhuǎn)向了文化教育領(lǐng)域，中國(guó)的教育逐漸走上了國(guó)際化的軌道。互聯(lián)網(wǎng)上的大學(xué)簡(jiǎn)介作為一種對(duì)外宣傳的方式，直接影響著大學(xué)的形象，因此研究大學(xué)簡(jiǎn)介語(yǔ)篇人際意義的實(shí)現(xiàn)有著重要意義。 本論文應(yīng)用兩個(gè)理論對(duì)大學(xué)簡(jiǎn)介進(jìn)行研究，即韓禮德的系統(tǒng)功能語(yǔ)法及馬丁的評(píng)價(jià)理論。系統(tǒng)功能語(yǔ)法認(rèn)為語(yǔ)言是多功能的，即概念、語(yǔ)篇和人際功能，語(yǔ)言的人際意義來(lái)自系統(tǒng)功能語(yǔ)法中對(duì)語(yǔ)言元功能的劃分，人際意義關(guān)注的是人們?nèi)绾斡谜Z(yǔ)言相互交往并建立一定的關(guān)系，表達(dá)個(gè)人觀點(diǎn)，并且影響對(duì)方的態(tài)度或行為。根據(jù)韓禮德的系統(tǒng)功能語(yǔ)法，人際意義主要由語(yǔ)氣和情態(tài)系統(tǒng)實(shí)現(xiàn)，系統(tǒng)功能語(yǔ)法中人際意義的研究?jī)H僅為詞匯語(yǔ)法層面的分析。馬丁的評(píng)價(jià)理論反映了人們?nèi)绾斡谜Z(yǔ)言去對(duì)事物作出評(píng)價(jià)，從而表達(dá)自己的態(tài)度和立場(chǎng)，它從語(yǔ)義層面上研究人際意義，彌補(bǔ)了系統(tǒng)功能語(yǔ)法研究的空缺，為人際意義的研究提供了新的視角。評(píng)價(jià)理論包括三個(gè)子系統(tǒng)，即態(tài)度、介入和級(jí)差。作為子系統(tǒng)之一，介入系統(tǒng)起著調(diào)節(jié)說(shuō)話人或作者的態(tài)度的作用，介入資源可以作為一種人際交往策略用來(lái)實(shí)現(xiàn)說(shuō)話人或作者和目標(biāo)聽(tīng)眾或讀者關(guān)系的親近或疏遠(yuǎn)。為了全面地研究人際意義，本文將評(píng)價(jià)理論的介入系統(tǒng)與系統(tǒng)功能語(yǔ)法的情態(tài)系統(tǒng)有機(jī)結(jié)合，作為研究的理論框架，從語(yǔ)義和詞匯語(yǔ)法兩個(gè)層面，對(duì)中西方大學(xué)簡(jiǎn)介實(shí)現(xiàn)人際意義的異同進(jìn)行研究。 本文搜集了中國(guó)大學(xué)簡(jiǎn)介與西方大學(xué)簡(jiǎn)介（英國(guó)與美國(guó)）各三十篇，采取定量定性的方法對(duì)比研究二者人際意義的實(shí)現(xiàn)方式。 本文通過(guò)分析發(fā)現(xiàn)： 首先，從總的介入資源的分布來(lái)看，中西方大學(xué)簡(jiǎn)介中自言(78.06%,77.69%)都多于借言(21.94%,22.31%)，話語(yǔ)擴(kuò)展資源(62.08%,62.06%)都多于話語(yǔ)壓縮資源(37.92%,37.94%)，這一分布特點(diǎn)有助于實(shí)現(xiàn)大學(xué)簡(jiǎn)介信息性和勸說(shuō)性的人際意義。一方面，大學(xué)簡(jiǎn)介為讀者提供信息，因此需要運(yùn)用更多的自言資源來(lái)保證簡(jiǎn)介的客觀性；另一方面，大學(xué)簡(jiǎn)介起著樹(shù)立學(xué)校良好形象的作用，以此吸引更多的學(xué)子來(lái)校學(xué)習(xí)，因而需要應(yīng)用更多的話語(yǔ)擴(kuò)展資源，為讀者提供更多的話語(yǔ)空間，以便與他們建立良好的關(guān)系。 其次，具體到介入的各子系統(tǒng)的使用上，在否認(rèn)系統(tǒng)中，中國(guó)大學(xué)簡(jiǎn)介的反駁資源使用較多，比例達(dá)到了65.67%，而西方大學(xué)簡(jiǎn)介更傾向使用否定資源，占到了71.23%。在聲明系統(tǒng)中，同意資源在兩種語(yǔ)料中都沒(méi)出現(xiàn)，中國(guó)大學(xué)簡(jiǎn)介采用更多的認(rèn)可資源，高達(dá)83.33%，而西方大學(xué)簡(jiǎn)介使用了更多的宣稱(chēng)資源，比例為80.77%；在容納系統(tǒng)中，本文結(jié)合系統(tǒng)功能語(yǔ)法的情態(tài)值與情態(tài)取向?qū)θ菁{資源進(jìn)行了分類(lèi)，首先從情態(tài)值的角度分別對(duì)低、中、高值情態(tài)助動(dòng)詞進(jìn)行了比較分析，相比中、低值情態(tài)助動(dòng)詞，高值情態(tài)助動(dòng)詞在中西方大學(xué)簡(jiǎn)介中的比例都最低，分別為12.07%和11.49%，中國(guó)大學(xué)簡(jiǎn)介傾向于使用中值情態(tài)助動(dòng)詞，達(dá)到72.41%，而西方大學(xué)簡(jiǎn)介低值情態(tài)助動(dòng)詞的比例較高，占到了65.52%；在情態(tài)取向方面，本文分別對(duì)主、客觀與隱、顯性取向進(jìn)行分析，發(fā)現(xiàn)中國(guó)大學(xué)簡(jiǎn)介的主觀資源（48.84%）少于客觀資源（51.16%），隱性資源（88.37%）多于顯性資源（11.63%）；與之相反，西方大學(xué)簡(jiǎn)介的主觀資源（77.15%）多于客觀資源（22.85%），隱性資源（49.24%）的比例低于顯性資源（50.76%）。在摘引系統(tǒng)中，中國(guó)大學(xué)簡(jiǎn)介傾向于引用權(quán)威的資源，比例達(dá)到80%，觀點(diǎn)主要來(lái)源于社會(huì)地位較高的人士或機(jī)構(gòu)，而西方大學(xué)簡(jiǎn)介更強(qiáng)調(diào)所引用資源的多元化，如：報(bào)紙、網(wǎng)站、個(gè)人等，比例達(dá)到84%。 基于對(duì)比研究結(jié)果，中西方大學(xué)簡(jiǎn)介的介入資源分布存在較大的差異，反映出了二者實(shí)現(xiàn)人際意義方式的不同。中國(guó)大學(xué)簡(jiǎn)介采用間接的方式傳遞信息，表達(dá)觀點(diǎn)時(shí)傾向于引用外部的聲音，給讀者留下的發(fā)表個(gè)人觀點(diǎn)的空間較小，注重所提供信息客觀性，并且表達(dá)方式比較含蓄，喜歡引用權(quán)威的觀點(diǎn)確保簡(jiǎn)介的可信性。相比之下，西方大學(xué)簡(jiǎn)介傳遞信息更為直接，更加重視作者本人的觀點(diǎn)，并且留給讀者留下較大的言語(yǔ)空間，提供信息時(shí)傾向于發(fā)表主觀看法，表達(dá)方式更為外顯，強(qiáng)調(diào)觀點(diǎn)來(lái)源的多樣性以保證簡(jiǎn)介的可靠性。 本研究豐富了人際意義研究的理論框架，對(duì)中國(guó)大學(xué)撰寫(xiě)英文簡(jiǎn)介具有一定的指導(dǎo)意義。
[Abstract]:In the context of globalization, the cooperation and exchange between China and other countries has not only been confined to the economic category, but more attention has been paid to the field of culture and education. The education of China has gradually embarked on the international track. The University profile on the Internet has a direct impact on the image of the University as a way of publicity. The realization of interpersonal meaning in discourse is of great significance.
This paper uses two theories to study university profiles, namely, Hallidy's systematic functional grammar and Martin's evaluation theory. The systemic functional grammar holds that language is multi-functional, namely, concept, discourse and interpersonal function, and the interpersonal meaning of language comes from the division of the function of speech metafunction in the system functional grammar, and people's interpersonal meaning is concerned with people. How to communicate with each other and establish a certain relationship, express personal views, and influence the attitude or behavior of the other person. According to Hallidy's systematic functional grammar, interpersonal meaning is mainly realized by mood and modality system. The study of interpersonal meaning in systemic functional grammar is only an analysis of the grammatical level of vocabulary. Martin's theory of evaluation is opposite. It shows how people use language to evaluate things and thus express their attitudes and positions. It studies interpersonal meaning from the semantic level, makes up the vacancy in the study of systemic functional grammar, and provides a new perspective for the research of interpersonal meaning. The evaluation theory includes three subsystems, attitude, intervention and gradation. The intervention system plays a role in regulating the attitude of the speaker or the author, and the intervention resources can be used as a interpersonal communication strategy to realize the close or alienation of the relationship between the speaker or the author and the target audience or the reader. In order to study the interpersonal meaning in an all-round way, this paper will evaluate the theoretical intervention system and the modality system of the system functional grammar. As the theoretical framework of the study, machine combination is used to study the similarities and differences in interpersonal meaning between Chinese and Western University profiles from two levels: semantics and lexical grammar.
In this paper, thirty articles of Chinese University Introduction and Western University profile (UK and USA) were collected, and quantitative and qualitative methods were used to compare the ways of realizing the interpersonal meaning of the two.
Through the analysis, this paper finds that:
First of all, from the distribution of the total intervention resources, Chinese and Western University introductions are more than borrowing (21.94%, 22.31%), and discourse expansion resources (62.08%, 62.06%) are more than discourse compression resources (37.92%, 37.94%). This distribution features help to realize the informative and persuasive interpersonal meaning of University profiles. On the one hand, University Jane. In order to provide information for readers, it is necessary to use more self speaking resources to ensure the objectivity of the introduction; on the other hand, the University profile plays an important role in setting up a good image of the school so as to attract more students to learn, so it is necessary to apply more discourse extension resources to provide more discourse space for the readers in order to make it with them. Establish a good relationship.
Secondly, in the use of the subsystems of the intervention, the refutation resources of the Chinese University Introduction are more used in the denial system, the proportion is 65.67%, while the western university introduction is more inclined to use the negative resources, which accounts for the 71.23%. in the declarative system, and the agreed resources are not found in the two languages. The introduction of Chinese universities is more used. The approved resources are up to 83.33%, while the Western University introductions use more claimed resources, and the proportion is 80.77%. In the accommodating system, this paper classifies the accommodating resources by combining the modality values and modality orientation of the system functional grammar, and compares the low, middle and high value modal verbs respectively from the point of view of modality values. The proportion of low value modal auxiliary words and high value modal auxiliary words in both Western and Chinese universities are the lowest, which are 12.07% and 11.49% respectively. The introduction of Chinese universities tends to use middle value modal verbs to reach 72.41%, while western universities have a high proportion of low value modal auxiliaries, accounting for 65.52%. The subjective resources of the Chinese University profile (48.84%) were less than the objective resources (51.16%), and the recessive resources (88.37%) were more than the dominant resources (11.63%). On the contrary, the subjective resources (77.15%) of the Western University profiles (77.15%) were more than the visitor resources (22.85%), and the percentage of the recessive resources (49.24%) was lower than the dominant resources (50.76%). In the exiting system, the introduction of Chinese University Introduction tends to quote authoritative resources to 80%. The views mainly come from people or institutions with higher social status, while Western University introductions emphasize the diversity of resources, such as newspapers, websites, individuals, and so on, to 84%.
Based on the results of the comparative study, there is a large difference in the distribution of the intervention resources between the western and Chinese universities, which reflects the differences between the two people. The information is objectivity, and the way of expression is more implicit, and it likes to quote authoritative views to ensure the credibility of the introduction. In contrast, the introduction of information in western universities is more direct, more emphasis on the author's own views, and a greater speech space for the readers, and the tendency to express subjective views and expressions when providing information. More explicit, emphasizing the diversity of source of views to ensure the reliability of the introduction.
This study enriches the theoretical framework of interpersonal meaning research, and has some guiding significance for Chinese universities to write English profiles.
【學(xué)位授予單位】：重慶大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H146;H314

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