【摘要】：本文以曹禺的話(huà)劇《雷雨》中為語(yǔ)料對(duì)象,從言語(yǔ)行為轉(zhuǎn)喻的角度分析《雷雨》中指令類(lèi)、承諾類(lèi)、表情類(lèi)、宣告類(lèi)和闡述類(lèi)的言語(yǔ)行為各結(jié)構(gòu)的使用情況。首先,以Panther和Thornburg (1997,1998,1999)的言語(yǔ)行為轉(zhuǎn)喻理論為基礎(chǔ),把一個(gè)言語(yǔ)行為分為三個(gè)部分：前段、核心及結(jié)果段、后段。其次,結(jié)合Searle (1969,1975)的四個(gè)“適切條件”來(lái)定義五類(lèi)言語(yǔ)行為的結(jié)構(gòu)。最后,在上述兩部分的基礎(chǔ)上提出各類(lèi)言語(yǔ)行為及其結(jié)構(gòu)的分類(lèi)標(biāo)準(zhǔn),把《雷雨》中的語(yǔ)料分為五類(lèi)言語(yǔ)行為,即：指令類(lèi)、承諾類(lèi)、表情類(lèi)、宣告類(lèi)以及闡述類(lèi)言語(yǔ)行為,和六種使用結(jié)構(gòu),即：前段、核心段、后段、前段+核心段+后段、前段+核心段以及核心段+后段,并統(tǒng)計(jì)出各結(jié)構(gòu)的使用頻率。具體地說(shuō),本研究要解決以下兩個(gè)問(wèn)題： (1)《雷雨》中主要人物對(duì)言語(yǔ)行為結(jié)構(gòu)的使用頻率是怎樣的? (2)使用頻率最高的結(jié)構(gòu)與核心結(jié)構(gòu)的關(guān)系如何? (3)使用結(jié)構(gòu)的數(shù)量與轉(zhuǎn)喻力度的關(guān)系如何? 通過(guò)對(duì)《雷雨》中的主要人物對(duì)言語(yǔ)行為各類(lèi)結(jié)構(gòu)使用情況的分析,有以下幾點(diǎn)發(fā)現(xiàn)： 首先,在指令類(lèi)、表情類(lèi)、宣告類(lèi)和闡述類(lèi)的言語(yǔ)行為使用中,核心段結(jié)構(gòu)出現(xiàn)的頻率最高,使用頻率居其次的由于言語(yǔ)行為的不同而有所差異：在指令類(lèi)和闡述類(lèi)言語(yǔ)行為中,前段結(jié)構(gòu)的頻率居第二；而表情類(lèi)和宣告類(lèi)的言語(yǔ)行為中居其次則是后段結(jié)構(gòu)。在承諾類(lèi)言語(yǔ)行為中,后段結(jié)構(gòu)的使用頻率最高,而核心段結(jié)構(gòu)的使用頻率則居第二。 其次,復(fù)合結(jié)構(gòu)核心段+前段的使用在指令類(lèi)、表述類(lèi)、宣告類(lèi)和闡述類(lèi)中出現(xiàn)的頻率最高；而核心段+后段則在承諾類(lèi)行為的使用中最為頻繁。 最后,根據(jù)言語(yǔ)行為轉(zhuǎn)喻理論的觀點(diǎn)以及本文的分析,核心結(jié)構(gòu)通常得到優(yōu)先使用,因?yàn)槠淠苤苯涌焖俚谋磉_(dá)說(shuō)話(huà)者的意圖；而在承諾類(lèi)言語(yǔ)行為中,使用后段才更能體現(xiàn)說(shuō)話(huà)者所做出的承諾。 本文的創(chuàng)新之處在于,同時(shí)對(duì)指令類(lèi)、承諾類(lèi)、表述類(lèi)、宣告類(lèi)和闡述類(lèi)等言語(yǔ)行為的使用情況進(jìn)行了深入的分析,得出與前人研究的不同之處。其次,本文認(rèn)知和語(yǔ)用兩個(gè)方面,以及大量的語(yǔ)料分析基礎(chǔ)上,對(duì)言語(yǔ)行為轉(zhuǎn)喻理論進(jìn)行深入的分析和細(xì)致的探討,不僅提高了言語(yǔ)行為轉(zhuǎn)喻理論的信度和效度,還為其他學(xué)者從不同的方面和不同的語(yǔ)料對(duì)此理論的驗(yàn)證和修改提供了一定的參考依據(jù)。最后,本文對(duì)話(huà)劇的理解和外語(yǔ)教學(xué)方面也提供了一些指導(dǎo),在語(yǔ)言學(xué)習(xí)的過(guò)程中,如果教師能恰當(dāng)應(yīng)用這些理論進(jìn)行教學(xué),對(duì)學(xué)生的學(xué)習(xí)和知識(shí)的拓展具有一定的幫助。
[Abstract]:Taking Cao Yu's play "thunderstorm" as the corpus, this paper analyzes the use of the structure of the speech acts in the "thunderstorm" from the perspective of speech act metonymy, such as command class, commitment class, expression class, proclamation class and exposition type. Firstly, based on the theory of speech act metonymy proposed by Panther and Thornburg (1997 / 1998 / 1999), a speech act is divided into three parts: the front paragraph, the core and the result paragraph, and the latter part. Secondly, the structure of five types of speech acts is defined by Searle (1969 / 1975) with four "appropriate conditions". Finally, on the basis of the above two parts, the classification criteria of various speech acts and their structures are put forward. The corpus in thunderstorm is divided into five categories: command, commitment, expression, proclamation and exposition. And six kinds of structures, namely, the front segment, the core segment, the posterior segment, the front core segment and the core segment posterior segment, are used, and the frequency of each structure is calculated. Specifically, This study aims to solve the following two problems: (1) what is the frequency of the main characters' use of the speech act structure in thunderstorm? (2) the relationship between the most frequently used structure and the core structure How? (3) what is the relationship between the number of structures used and the strength of metonymy? Based on the analysis of the use of various types of speech acts by the main characters in thunderstorm, the following conclusions can be found: first, in the use of speech acts of instruction, expression, proclamation and exposition, The frequency of core segment structure is the highest, and the frequency of use is the second, because of the difference of speech act: in the command type and exposition type speech act, the frequency of the front segment structure is the second; In the speech acts of facial expression and proclamation, the latter is the second. In the speech acts of commitment, the latter segment structure is the most frequently used, while the core segment structure is the second. Secondly, the use of the front segment of the core segment of the composite structure is the highest in the instruction class, the declarative class and the elaboration class, while the latter part of the core segment is the most frequently used in the behavior of the commitment class. Finally, according to the theory of speech act metonymy and the analysis of this paper, the core structure is usually given priority because it can express the speaker's intention directly and quickly. But in the speech act of commitment, the latter paragraph can better reflect the commitment made by the speaker. The innovation of this paper lies in the in-depth analysis of the use of speech acts such as instruction class, commitment class, expression class, declarative class and exposition class. Secondly, on the basis of cognitive and pragmatic aspects and a large amount of corpus analysis, this paper makes a thorough analysis and detailed discussion on speech act metonymy theory, which not only improves the reliability and validity of speech act metonymy theory, but also improves the validity of speech act metonymy theory. It also provides some references for other scholars to verify and modify the theory from different aspects and different corpus. Finally, this paper also provides some guidance for the understanding of drama and foreign language teaching. In the process of language learning, if teachers can apply these theories to teaching properly, it will be helpful for students to learn and expand their knowledge.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H15;H136

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