批評(píng)話語(yǔ)分析是語(yǔ)言學(xué)里的一個(gè)新興學(xué)科,在系統(tǒng)功能語(yǔ)法和費(fèi)爾克勞夫的三維理論被提出和應(yīng)用之前,CDA還沒(méi)有發(fā)展出自己完備的理論。系統(tǒng)功能語(yǔ)法為CDA提供了必要的理論支持,并且CDA也充分利用和吸收了系統(tǒng)功能語(yǔ)法的精髓,CDA目的是探索語(yǔ)言、意識(shí)形態(tài)和權(quán)力之間的關(guān)系,他旨在揭露隱藏在話語(yǔ)當(dāng)中的潛在的意識(shí)形態(tài)和力量之間的關(guān)系,廣告正在直接或間接地駕馭和控制人們的想法和價(jià)值觀,并且會(huì)在態(tài)度和思維的形成過(guò)程中起到越來(lái)越重要的作用,所以這篇文章能夠幫助讀者理解廣告是如何實(shí)現(xiàn)他們的目的,逐漸改變他們的意識(shí)形態(tài)的。 基于CDA,本論文嘗試著從考研輔導(dǎo)班的招生手冊(cè)中研究其意識(shí)形態(tài)。通過(guò)這些招生手冊(cè),我們對(duì)某個(gè)輔導(dǎo)班在招生手冊(cè)中對(duì)自身形象的描繪和對(duì)其競(jìng)爭(zhēng)對(duì)手的描繪,進(jìn)行比較分析,他能夠揭露隱藏在話語(yǔ)當(dāng)中的價(jià)值觀,我們也能夠探索出語(yǔ)言的功能通過(guò)分析某輔導(dǎo)班的招生手冊(cè)。筆者對(duì)當(dāng)前的材料從三個(gè)層面做了研究分析。在文本層面上,這篇論文通過(guò)詞匯分類(lèi)、及物性及情態(tài)進(jìn)行了探索。在話語(yǔ)實(shí)踐層面上,我們將通過(guò)互文性來(lái)分析并且揭露霸權(quán)斗爭(zhēng)。我們將最后顯示論文在第三個(gè)層面上是怎樣被社會(huì)、文化因素所決定的。 因此,各種各樣...

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Goal and Purpose of Research
    1.4 Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Introduction
    2.2 Research abroad
        2.2.1 Roger Fowler’s research
        2.2.2 Teun Adrianus van Dijk’s Research
        2.2.3 Ruth Wodak’s discourse-historical approach towards CDA
        2.2.4 Fairclough’s research
    2.3 Research in China
    2.4.The process of Chinese education
    2.5.Summary
CHAPTER THREE METHODOLOGY AND RESEARCH FRAMEWORK
    3.1 Introduction
    3.2 Theoretical Framework
    3.3 Analytic Tool
        3.3.1 Classification
        3.3.2 Transitivity
        3.3.3 Intertextuality
        3.3.4 Process of Data Collection and Specific Ideology
    3.4 Summary
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Introduction
    4.2 Description
        4.2.1 Lexical classification
        4.2.2 Transitivity
            4.2.2.1 Material process
            4.2.2.2 Verbal processes
            4.2.2.3 Relational process
        4.2.3 Modality
    4.3 Interpretations
    4.4 Explanation
        4.4.1 The current economic context analysis of Chinese education
        4.4.2 The current social political analysis of Chinese education
        4.4.3 The historical cultural background of Chinese educational system
     4.5 Summary
CHAPTER FIVE CONCLUSION AND LIMITATION
    5.1 Summary of Research
    5.2 Limitation
    5.3 Findings
Bibliography
Appendix
Part of the Appendices
Acknowledgement



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