【摘要】：作為學(xué)術(shù)講座、學(xué)術(shù)會(huì)議一部分的提問回答環(huán)節(jié)目前還未得到語言學(xué)研究者的足夠重視。尤其在中國，很少有研究者對該體裁進(jìn)行專門的研究。而該體裁對幾乎每位學(xué)者都有重要的意義，因?yàn)樗麄儗W(xué)術(shù)領(lǐng)域的成長離不開參加學(xué)術(shù)講座、學(xué)術(shù)會(huì)議。與講座、發(fā)表環(huán)節(jié)相比，提問回答環(huán)節(jié)有其特點(diǎn)：更具有互動(dòng)性，參與者可以進(jìn)行面對面的探討、爭論；更具即時(shí)性，問答雙方事先準(zhǔn)備的成分較少，而臨場發(fā)揮的程度多。 本文研究的是提問者在提問回答環(huán)節(jié)中的語言。Pauline Webber（1997）對提問者的問題進(jìn)行過分類，本文采用她的分類標(biāo)準(zhǔn)，將通過參與觀察收集到的語料進(jìn)行分類后，重點(diǎn)研究提問者提問的最多一類的信息引導(dǎo)型問題。本文從宏觀以及微觀兩個(gè)方面進(jìn)行研究，旨在探索提問者所提問題的體裁結(jié)構(gòu)以及他們在具體語言使用中對于介入資源的策略性選擇。 宏觀結(jié)構(gòu)分析結(jié)果表明，在GDUFS語料中提問者以一種由八個(gè)元素組成的“三明治”風(fēng)格進(jìn)行提問。第一層包括對發(fā)表者的感謝、稱呼、恭維；第二層包括表明意圖、提供語境、提問、再次提問；第三層由提前感謝組成。第一、第三層為面子工作層，是可選的；而第二層則是真正的目的層，是必須的。通過與Querol-Julián (2011)對于同一領(lǐng)域同一類型問題的研究進(jìn)行對比，本文發(fā)現(xiàn)文化因素似乎的確是體裁結(jié)構(gòu)不同的一個(gè)影響因素。Querol-Julián (2011)的語料中提問者的問題只包含一層，即真正的目的層；而在這層中，提問者沒有提供語境，而是直接表明意圖、然后提問�；趯Ρ�，我們可以推斷：西方學(xué)者喜歡直接的方式，，而中國學(xué)者更傾向于循環(huán)的方式；面子工作在中國文化中比在西方文化中更重要。 微觀介入資源的分析表明，每種介入資源的分布是不同的。在GDUFS語料中ENTERTAIN是最受歡迎的，而CONCUR和DISTANCE沒有被使用過。雖然每種介入資源分布不同，他們都幫助為問答雙方構(gòu)建了對話空間，在打開或者關(guān)閉對話空間的過程中，相應(yīng)的人際功能得到了實(shí)現(xiàn)。在“三明治”結(jié)構(gòu)中，提問者傾向于在第二層即真正的目的層使用介入資源。 本文從宏觀和微觀兩個(gè)層面對作為學(xué)術(shù)講座、學(xué)術(shù)會(huì)議一部分的提問回答環(huán)節(jié)中提問者的語言進(jìn)行了研究。鑒于目前國內(nèi)研究尚少，本研究具有一定的開拓性;同時(shí)本研究的發(fā)現(xiàn)對于新學(xué)者的社會(huì)化過程以及提高他們的學(xué)術(shù)素養(yǎng)(LeaStreet2000)也具有一定的指導(dǎo)意義。
[Abstract]:As an academic lecture, the questions and answers of the academic conference have not been paid enough attention by linguistics researchers. Especially in China, few researchers have made a special study on this genre. This genre is of great significance to almost every scholar, because their growth in the academic field depends on attending academic lectures and conferences. Compared with lectures and lectures, questions and answers have their own characteristics: more interactive, participants can face to face discussion, argument, more immediate, the two sides of the question and answer prepared in advance less, but the degree of play on the spot more. In this paper, the questioner's language. Pauline Webber (1997 has been used to classify the questioner's questions. This paper adopts her classification standard and classifies the collected language by participating in the observation. Focus on the most types of information-oriented questions asked by questioners. The purpose of this study is to explore the genres of the questions put forward by the questioners and their strategic choices in the use of specific languages. The results of macro-structural analysis show that the questioner in the GDUFS corpus asks questions in a "sandwich" style composed of eight elements. The first layer consists of gratitude, address, compliment to the publisher; the second layer consists of expressing intention, providing context, asking questions, and asking questions again; the third layer is composed of early thanks. First, the third layer is the face working layer, optional; the second layer is the true goal layer, is necessary. By comparing it with Querol-Juli 謾 n (2011) on the same type of problem in the same field, It is found that the cultural factor does seem to be an influential factor in different genres. In the corpus of Querol-Juli 謾 n (2011), the questioner's question contains only one layer, that is, the real target level; In this layer, the questioner does not provide the context, but expresses the intention directly and then asks the question. Based on comparison, we can infer that Western scholars prefer direct ways, while Chinese scholars prefer circular ones, and face work is more important in Chinese culture than in western culture. The analysis of microcosmic intervention resources shows that the distribution of each intervention resource is different. ENTERTAIN is the most popular in the GDUFS corpus, while CONCUR and DISTANCE are not used. Although each intervention resource is distributed differently, they help build a dialogue space for both sides of the question and answer, and the corresponding interpersonal functions are realized during the process of opening or closing the dialogue space. In the sandwich structure, questioners tend to use interventional resources at the second level, the true destination level. In this paper, the language of the questioner is studied from the macro and micro aspects of answering questions as part of academic lectures and conferences. In view of the lack of domestic research at present, this study has some pioneering significance, and the findings of this study also have certain guiding significance for the socialization process of new scholars and the improvement of their academic literacy (LeaStreet2000).
【學(xué)位授予單位】：廣東外語外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H05

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張斌;;儀式、象征權(quán)力與學(xué)術(shù)秩序——學(xué)術(shù)會(huì)議過程的社會(huì)學(xué)分析[J];高等教育研究;2012年01期

本文編號(hào)：2398835