【摘要】：元話語(yǔ)自提出以來(lái)一直是語(yǔ)言學(xué)中的熱點(diǎn)探討話題。目前,國(guó)內(nèi)外對(duì)于元話語(yǔ)的研究大多采取Hyland的元話語(yǔ)分類(lèi)模式。受其影響,學(xué)者Abdi,Rizi和Tavakoli在2010年根據(jù)元話語(yǔ)的互動(dòng)功能,對(duì)格萊斯合作原則中的四個(gè)準(zhǔn)則進(jìn)行了改動(dòng),并從此類(lèi)合作原則視角進(jìn)一步提出了一種新的元話語(yǔ)分析框架,用于指導(dǎo)說(shuō)話人或作者在語(yǔ)篇中正確合理地運(yùn)用元話語(yǔ)。在辯論賽立論陳詞環(huán)節(jié),辯者不僅要有條不紊地闡述己方觀點(diǎn)為后面的攻論及自由辯論作好鋪墊和辯論防守準(zhǔn)備,同時(shí)也要通過(guò)語(yǔ)言與觀眾交流互動(dòng)來(lái)達(dá)到辯論目的,獲得觀眾好感。由此可見(jiàn),立論陳詞在辯論中具有不可忽視的作用。然而,目前對(duì)于辯論賽辯詞的研究大多集中在自由辯論和總結(jié)陳詞階段,而忽略了對(duì)立論陳詞的探究。本研究運(yùn)用定量定性相結(jié)合的研究方法,在前人研究的基礎(chǔ)上采用Abdi(2010)合作原則視角下的元話語(yǔ)分析框架,以15篇中國(guó)名校大學(xué)生辯論賽辯詞中立論陳詞部分為研究語(yǔ)料,主要探討以下兩個(gè)問(wèn)題:(1)大學(xué)生中文辯論賽立論陳詞中元話語(yǔ)的使用特點(diǎn)是什么?(2)元話語(yǔ)在大學(xué)生中文辯論賽立論陳詞中有何語(yǔ)用功能?前者主要通過(guò)對(duì)元話語(yǔ)的分布規(guī)律以及其如何運(yùn)用的問(wèn)題的討論來(lái)研究元話語(yǔ)在立論陳詞中的使用特點(diǎn)。而后者則從互動(dòng)交流和辯者身份建構(gòu)兩個(gè)層面,對(duì)立論陳詞中元話語(yǔ)的語(yǔ)用功能進(jìn)行分析。通過(guò)搜集語(yǔ)料并進(jìn)行統(tǒng)計(jì)分析,研究發(fā)現(xiàn):(1)在大學(xué)生中文辯論賽立論陳詞中,體現(xiàn)互動(dòng)準(zhǔn)則的元話語(yǔ)使用頻率是最高的,緊隨其后的是體現(xiàn)方式準(zhǔn)則的元話語(yǔ),再次是體現(xiàn)質(zhì)量準(zhǔn)則和數(shù)量準(zhǔn)則元話語(yǔ)。并且體現(xiàn)互動(dòng)準(zhǔn)則和體現(xiàn)方式準(zhǔn)則的元話語(yǔ)的使用量超過(guò)元話語(yǔ)使用總量的60%。.而在次級(jí)元話語(yǔ)分類(lèi)中,介入標(biāo)記語(yǔ)的出現(xiàn)頻率是最高的。其后使用頻率依次是自我提及語(yǔ)、過(guò)渡標(biāo)記、框架標(biāo)記、增強(qiáng)語(yǔ)、態(tài)度標(biāo)記、縮略語(yǔ)、語(yǔ)碼注釋語(yǔ)、非承諾語(yǔ)、回指標(biāo)記、證據(jù)標(biāo)記和模糊語(yǔ);(2)辯者傾向于使用互動(dòng)元話語(yǔ)來(lái)與觀眾互動(dòng)交流,拉近彼此的距離,獲得他們的好感與支持。并且辯者也會(huì)使用體現(xiàn)質(zhì)量,互動(dòng),數(shù)量和方式準(zhǔn)則的元話語(yǔ)構(gòu)建自己需要的身份如誠(chéng)實(shí)可靠、謙虛謹(jǐn)慎和同伴身份來(lái)爭(zhēng)取觀眾的信任,增加論據(jù)的說(shuō)服力。此外,這些元話語(yǔ)的分布情況也反映了大學(xué)生中文辯論賽立論陳詞的語(yǔ)篇特點(diǎn)及辯者語(yǔ)言意圖等信息。本研究旨在探索大學(xué)生中文辯論賽立論陳詞中元話語(yǔ)使用的一般規(guī)律及其語(yǔ)用功能,為大學(xué)生中文辯論賽立論陳詞中元話語(yǔ)的合理使用提供參考,幫助學(xué)生在辯論中組織優(yōu)秀精彩的立論陳詞。
[Abstract]:Meta-discourse has been a hot topic in linguistics since it was put forward. At present, Hyland's meta-discourse classification model is mostly adopted in the research of meta-discourse at home and abroad. Influenced by it, scholars Abdi Rizi and Tavakoli changed the four guidelines of Grice Cooperative principles in 2010 according to the interactive function of meta discourse, and further proposed a new meta-discourse analysis framework from the perspective of such cooperative principles. It is used to instruct the speaker or author to use meta discourse correctly and reasonably. In the debate contest, the speaker should not only methodically state his own views and prepare for the later attack and free debate, but also use language to communicate with the audience to achieve the purpose of the debate. Win the audience's favor. Thus, argumentation plays an important role in the debate. However, at present, most of the research on debate contest focuses on the stage of free debate and summing up, while neglecting the exploration of argumentation. Based on the previous studies, this study adopts the framework of meta-discourse analysis from the perspective of Abdi (2010) cooperation principle, and uses 15 neutral arguments of college students' debate competitions in China as the research corpus. This paper mainly discusses the following two questions: (1) what are the characteristics of the use of meta-discourse in college students' Chinese debate contest arguments? (2) what are the pragmatic functions of meta-discourse in college students' Chinese debate contests? The former mainly studies the characteristics of the use of meta-discourse in argumentation by discussing the distribution law of meta discourse and how to use it. The latter analyzes the pragmatic functions of meta-discourse in argumentation from the two aspects of interactive communication and identity construction. Through collecting the corpus and making statistical analysis, the study finds that: (1) in the Chinese debate contest of college students, the use of meta discourse is the highest, followed by the meta discourse of the mode criterion. Thirdly, the meta-discourse of quality criterion and quantity criterion is embodied. And the usage of meta-discourse which embodies interaction criterion and embodiment criterion is more than 60. 0% of total meta-discourse usage. In the classification of secondary meta-discourse, the frequency of intervention markers is the highest. The frequency of use was followed by self-reference, transition marker, frame marker, enhancer, attitude marker, acronym, code annotation, non-commitment language, and index notation. (2) argumentators tend to use interactive meta-discourse to interact with the audience, draw closer to each other, and gain their favor and support. And the speaker will also use meta discourse which embodies quality, interaction, quantity and way to construct his own identity such as honesty and reliability, modesty and peer identity to win the audience's trust and increase the persuasion of the argument. In addition, the distribution of these meta-discourses also reflects the characteristics of the discourse and the linguistic intention of the speaker in the Chinese debate contest of college students. The purpose of this study is to explore the general rules and pragmatic functions of meta-discourse use in college students' Chinese debate contest arguments, and to provide a reference for the rational use of meta-discourse in college students' Chinese debate contests. Help students to organize excellent arguments in the debate.
【學(xué)位授予單位】：湖南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H15

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