【摘要】：隱喻在人們的日常生活中是一種認(rèn)知方式。傳統(tǒng)的隱喻觀認(rèn)為隱喻是一種修飾語(yǔ)言的工具,目的是讓語(yǔ)言更加的生動(dòng)。然而,隨著認(rèn)知語(yǔ)言學(xué)的興起,當(dāng)代研究者們意識(shí)到隱喻不僅僅是一種修飾語(yǔ)言的工具,而且能夠幫助人們認(rèn)識(shí)世界。1980年,萊考夫和約翰遜第一次提出了“概念隱喻”。他們認(rèn)為隱喻是人類思維,行為和表達(dá)思想的一種系統(tǒng)的方式。從那以后,概念隱喻的研究范圍包括了很多方面,比如政治演講,新聞以及文學(xué)方面等等。過(guò)去,分析政治類演講的研究有很多。然而,很少有研究從概念隱喻的角度分析非政治類演講中的概念隱喻。畢業(yè)典禮演講詞作為畢業(yè)典禮上最重要的組成部分之一,值得去研究。該論文基于概念隱喻的相關(guān)理論,嘗試對(duì)中美大學(xué)畢業(yè)典禮演講詞中的概念隱喻進(jìn)行對(duì)比研究。研究以60篇大學(xué)畢業(yè)典禮演講詞作為語(yǔ)料,30篇選自中國(guó)的綜合性大學(xué),30篇選自美國(guó)的綜合性大學(xué)。所有的數(shù)據(jù)均下載于各個(gè)學(xué)校的官方網(wǎng)站。通過(guò)對(duì)中美大學(xué)畢業(yè)典禮演講詞中的概念隱喻進(jìn)行對(duì)比分析,研究旨在回答如下三個(gè)問(wèn)題:(1)中國(guó)大學(xué)畢業(yè)典禮演講詞中使用了哪些概念隱喻?(2)美國(guó)大學(xué)畢業(yè)典禮演講詞中使用了哪些概念隱喻?(3)中美大學(xué)畢業(yè)典禮演講詞中使用的概念隱喻是否存在相同點(diǎn)和不同點(diǎn)?研究結(jié)果表明中國(guó)大學(xué)畢業(yè)典禮演講詞中涉及的概念隱喻包含十個(gè)方面,它們是:旅途,人類,戰(zhàn)爭(zhēng),建筑,自然,方位,容器,食物,比賽以及線條;美國(guó)大學(xué)畢業(yè)典禮演講詞中涉及的概念隱喻也包含十個(gè)方面,它們是:旅途,人類,戰(zhàn)爭(zhēng),自然,方位,容器,家庭,食物,建筑和比賽。通過(guò)對(duì)比研究,發(fā)現(xiàn)在中美大學(xué)畢業(yè)典禮演講詞中有一些相同點(diǎn)和不同點(diǎn)其相同點(diǎn)是第一,中美大學(xué)畢業(yè)典禮演講詞中使用概念隱喻的頻率都很高;第二,在中美大學(xué)各自的演講詞中有九種相同的概念隱喻;第三,某些概念隱喻中存在相同的映射過(guò)程。其差異在于:第一,中美大學(xué)畢業(yè)典禮演講詞中所使用的概念隱喻的數(shù)量和占比并不是對(duì)應(yīng)的;第二,線條隱喻只出現(xiàn)在中國(guó)大學(xué)演講詞中,家庭隱喻只出現(xiàn)在美國(guó)大學(xué)演講詞中。中美大學(xué)所使用的相同的概念隱喻可能是由于人類相同的身體經(jīng)驗(yàn)和思維模式。但是由于中美兩國(guó)不同的國(guó)情,兩種語(yǔ)言中的概念隱喻表達(dá)在某些相同的概念隱喻中存在中一定的差異。
[Abstract]:Metaphor is a cognitive style in people's daily life. The traditional metaphorical view holds that metaphor is a tool to modify language in order to make language more vivid. However, with the rise of cognitive linguistics, contemporary researchers realize that metaphor is not only a tool to modify language, but also can help people understand the world. In 1980, Lakoff and Johnson first proposed "conceptual metaphor". They see metaphor as a systematic way of thinking, acting, and expressing ideas. Since then, conceptual metaphors have been studied in many areas, such as political speech, news and literature. In the past, there was a lot of research on analytical political speeches. However, few studies have analyzed conceptual metaphors in non-political speeches from the perspective of conceptual metaphors. Commencement speech as one of the most important components of graduation is worth studying. Based on the relevant theories of conceptual metaphor, this thesis attempts to make a comparative study of conceptual metaphors in commencement speeches in China and America. In this study, 60 commencement speeches were collected from 30 Chinese universities and 30 from American universities. All the data are downloaded on the official website of each school. Through a comparative analysis of conceptual metaphors in commencement speeches in China and the United States, The purpose of the study is to answer the following three questions: (1) what conceptual metaphors are used in the commencement speeches in China? (2) what conceptual metaphors are used in the commencement speeches in the United States? (3) what conceptual metaphors are used in the commencement speeches in China and the United States? Are there similarities and differences in the conceptual metaphors used? The results show that the conceptual metaphors involved in the commencement speeches in China include ten aspects: travel, human beings, war, architecture, nature, location, containers, food, competitions and lines; Conceptual metaphors in American college commencement speeches also cover ten aspects: travel, human beings, war, nature, location, containers, family, food, architecture, and competition. Through the comparative study, we find that there are some similarities and differences in the commencement speeches between China and the United States. The common points are the first, and the frequency of using conceptual metaphors in the commencement speeches is very high. There are nine identical conceptual metaphors in the speeches of Chinese and American universities. Thirdly, some conceptual metaphors have the same mapping process. The differences are as follows: first, the number and proportion of conceptual metaphors used in commencement speeches in China and the United States are not corresponding; second, line metaphors only appear in Chinese university speeches. Family metaphors only appear in American college speeches. The same conceptual metaphors used by Chinese and American universities may be due to the same human body experience and thinking pattern. However, due to the different national conditions between China and the United States, conceptual metaphors in the two languages have some differences in some of the same conceptual metaphors.
【學(xué)位授予單位】：蘭州理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H315;H15

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