本文選題：大學(xué)生互動話語 + 立場表述��； 參考：《湖南工業(yè)大學(xué)》2017年碩士論文

【摘要】：本研究以會話分析為主要分析工具,依據(jù)Du Bois的立場三角,對大學(xué)生互動話語中立場表述及其相關(guān)語言實踐進(jìn)行探究。本研究旨在總結(jié)語境中立場表述特征,研究的主要內(nèi)容包括:立場表述特征,即立場分布特征、立場話語特征、對立場表述特征的成因及本質(zhì)的社會認(rèn)知闡釋。本研究取得了一些重要發(fā)現(xiàn)。首先,在大學(xué)生的互動話語中發(fā)現(xiàn)了四種明顯的立場:認(rèn)識立場,一致性立場,評價立場和情感立場。基于各立場的特征,進(jìn)一步探究各自的特征及其社會認(rèn)知成因和本質(zhì)。在認(rèn)識立場的分布特征方面,發(fā)現(xiàn)大學(xué)生互動中經(jīng)常出現(xiàn)四種類型。從高到低按頻率,它們是直接表達(dá),認(rèn)識立場標(biāo)記,使用情態(tài)副詞,引用第三方的認(rèn)識立場。認(rèn)識論立場的話語特征包括認(rèn)識立場標(biāo)記,引用,情態(tài)副詞和直接表達(dá)。這項研究發(fā)現(xiàn),社會認(rèn)知中自我中心主義和的合作是促成認(rèn)識立場特征的成因。大學(xué)生互動話語中認(rèn)識立場表述的本質(zhì)是社會身份構(gòu)建和共建共同背景的過程。在一致性立場的分布特征方面,本研究發(fā)現(xiàn),一致性立場存在兩種類型:一致性立場和不一致性立場,一致性立場占據(jù)最大百分比。一致性立場的話語特征包括語用標(biāo)記,句法和非語言。社會認(rèn)知中由社會因素導(dǎo)致的合作是造成一致性立場高頻率存在的主要原因,本研究中特殊社會背景是不一致性立場存在的主要原因。本研究發(fā)現(xiàn),一致性立場表述的本質(zhì)是批判性思維和構(gòu)建和諧社會人際關(guān)系。在評價立場的分布特征方面,評價立場存在兩種類型:肯定評價立場和否定評價立場。最高比例是否定評價立場類型。評價立場的話語特征包括詞匯:形容詞和名詞,動詞和副詞。本研究中評價立場否定型所占比例最高是受社會和互動語境所導(dǎo)致的。其次,評價立場的表述的本質(zhì)是表述個人評價和價值認(rèn)同。在情感立場的分布特征方面,情感立場有兩種:消極情感立場和積極情感立場。最高比例是消極的情感立場類型。情感立場的話語特征包括詞匯:積極情感詞和消極情感詞。本研究中情感立場消極型所占比例最高是受社會和互動語境所導(dǎo)致的。其次,情感立場的表述的本質(zhì)是表述個人情感和情感共鳴。本研究認(rèn)為,在社會認(rèn)知框架下對大學(xué)生互動話語中的立場表述特征研究有助于從微觀層面更好的探究其本質(zhì),更好地理解在立場表述過程中個人認(rèn)知、社會、文化之間的關(guān)系。本研究結(jié)果對漢語中的立場表述研究有不同啟示作用。最后,論文總結(jié)了本研究的主要發(fā)現(xiàn),同時指出了本研究的不足之處并對后續(xù)大學(xué)生互動話語中立場表述研究提出了建議。
[Abstract]:Based on du Bois's stand triangle, the present study explores the expressions of positions in college students' interactive discourse and their relevant language practices with conversational analysis as the main analytical tool. The purpose of this study is to summarize the characteristics of position expression in context. The main contents of this study include: the characteristics of position expression, that is, the characteristics of position distribution, the characteristics of position discourse, and the social cognitive interpretation of the origin and nature of the characteristics of position expression. Some important findings have been made in this study. Firstly, there are four obvious positions in the interactive discourse of college students: cognitive position, consistent position, evaluative position and emotional position. Based on the characteristics of each stand, this paper explores their own characteristics and the causes and essence of their social cognition. In terms of the distributional characteristics of cognitive stand, it is found that there are often four types of interaction among college students. From high to low press frequency, they are direct expression, cognitive position mark, use modal adverb, quote the third party's cognitive position. The discourse features of epistemological positions include cognitive position markers, citations, modal adverbs and direct expressions. The study found that self-centeredness and cooperation in social cognition contribute to the characteristics of cognitive position. The essence of cognitive stand expression in college students' interactive discourse is the process of constructing and co-constructing the common background of social identity. In terms of the distribution characteristics of consistent positions, this study finds that there are two types of consistent positions: consistent positions and inconsistent positions, and consistent positions occupy the largest percentage. The discourse features of consistent positions include pragmatic markers, syntax and non-language. The cooperation caused by social factors in social cognition is the main reason for the existence of high frequency of consistent position, and the special social background is the main reason for the existence of inconsistent position in this study. This study finds that the essence of consistent position expression is critical thinking and building harmonious social interpersonal relationship. There are two types of evaluation position in the distribution of evaluation position: positive evaluation position and negative evaluation position. The highest proportion is the type of negative evaluation position. The discourse features of the evaluation position include words: adjectives and nouns, verbs and adverbs. The highest proportion of negative evaluation positions in this study is caused by social and interactive context. Secondly, the essence of the statement of evaluation position is to express personal evaluation and value identity. There are two kinds of affective positions in the distribution of affective positions: passive and positive. The highest proportion is the type of negative emotional stance. The utterance features of affective position include words: positive affective words and negative affective words. In this study, the highest proportion of negative affective stance is caused by social and interactive context. Secondly, the essence of emotional position is to express personal emotion and emotional resonance. This study holds that the research on the characteristics of position expression in the interactive discourse of college students under the framework of social cognition can help us to better explore its essence at the micro level and better understand the individual cognition and society in the process of position expression. The relationship between cultures The results of this study have different implications for the study of position expression in Chinese. Finally, the paper summarizes the main findings of this study, and points out the shortcomings of this study and puts forward some suggestions for the subsequent research on the position expression in college students' interactive discourse.
【學(xué)位授予單位】：湖南工業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H136

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