【摘要】：作為公眾演講的體裁之一,大學(xué)畢業(yè)演講承載著演講者對(duì)畢業(yè)生的祝愿與期望。近幾年來(lái),越來(lái)越多的大學(xué)選擇邀請(qǐng)社會(huì)各界的成功人士來(lái)做畢業(yè)演講,以達(dá)到通過(guò)其自身經(jīng)驗(yàn)的分享從而能夠最大程度的對(duì)畢業(yè)生產(chǎn)生教育啟示作用。以往對(duì)于大學(xué)畢業(yè)演講的研究主要從人類(lèi)學(xué),文體學(xué)和系統(tǒng)功能語(yǔ)法等角度來(lái)展開(kāi),而將評(píng)價(jià)資源作為理論框架的研究卻很少。同時(shí),運(yùn)用評(píng)價(jià)資源來(lái)剖析名人演講的研究也是極少的。因此,基于語(yǔ)料庫(kù)運(yùn)用評(píng)價(jià)資源對(duì)中美大學(xué)畢業(yè)典禮名人演講進(jìn)行分析具有一定意義。最早由詹姆斯馬丁在20世紀(jì)90年代提出的評(píng)價(jià)資源,主要用于研究語(yǔ)篇中的評(píng)價(jià)資源,研究人們使用哪些方法來(lái)表達(dá)自己的態(tài)度和立場(chǎng),從而建立或加強(qiáng)與讀者或聽(tīng)者之間的聯(lián)系。它包括三個(gè)子系統(tǒng):態(tài)度,介入和級(jí)差。本文將評(píng)價(jià)資源作為理論框架,對(duì)比研究分析中美大學(xué)畢業(yè)典禮名人演講,目的在于探究演說(shuō)者偏好使用哪些評(píng)價(jià)資源來(lái)實(shí)現(xiàn)語(yǔ)篇的交際功能,實(shí)現(xiàn)與聽(tīng)者的交流。同時(shí),采用定量分析和定性分析相結(jié)合的研究方法。通過(guò)對(duì)比研究顯示,在由搜集到的共30篇中美大學(xué)畢業(yè)演講所構(gòu)成的兩個(gè)自建語(yǔ)料庫(kù)中,評(píng)價(jià)資源的使用方面存在相同之處,但也存在明顯的差異。主要研究結(jié)果歸納如下:演講詞中存在大量評(píng)價(jià)資源,且態(tài)度,介入和級(jí)差資源均有使用,但各類(lèi)資源的使用頻率有所不同。相似之處體現(xiàn)在:中國(guó)演講者和美國(guó)演講者都更傾向于使用介入資源,其中對(duì)話(huà)緊縮資源的分布大體趨于一致,并主要通過(guò)否認(rèn)資源和宣告資源來(lái)實(shí)現(xiàn);態(tài)度資源中,兩國(guó)演講者都更多地運(yùn)用了判斷資源;在級(jí)差系統(tǒng)中,語(yǔ)勢(shì)和聚焦資源的分布大體一致且都主要通過(guò)語(yǔ)勢(shì)資源來(lái)實(shí)現(xiàn)。另外,差異體現(xiàn)在:在態(tài)度資源的子系統(tǒng)鑒賞系統(tǒng)中,中國(guó)演講者對(duì)事物或現(xiàn)象價(jià)值的鑒賞資源的使用占絕大部分,而美國(guó)演講者更多的對(duì)事物或現(xiàn)象反應(yīng)進(jìn)行鑒賞,表明演講者主要通過(guò)對(duì)事物或現(xiàn)象價(jià)值的描述,如是否重要,是否有意義等來(lái)引起聽(tīng)眾的注意,進(jìn)而達(dá)到教育和勸說(shuō)的功能;在級(jí)差資源中,中國(guó)演講者更多的使用了量化資源而美國(guó)演講者更重視強(qiáng)化資源的使用。本研究不僅從語(yǔ)言學(xué)的角度拓寬了對(duì)大學(xué)畢業(yè)演講的研究視角,而且也在一定程度上拓展了評(píng)價(jià)資源的應(yīng)用性研究,特別是在漢語(yǔ)方面。因此,具有一定的現(xiàn)實(shí)和理論意義。同時(shí),本研究可以幫助讀者更透徹地了解畢業(yè)典禮演講語(yǔ)篇獨(dú)特的特征,從而對(duì)公共演講的賞析和寫(xiě)作教學(xué)起到一定的指導(dǎo)作用。
[Abstract]:As one of the styles of public speaking, the college graduation speech carries the speaker's wishes and expectations for the graduates. In recent years, more and more universities choose to invite successful people from all walks of life to make graduation speeches, in order to share their own experience so as to maximize the impact of education on the graduates. In the past, the studies on college graduation speeches were mainly carried out from the perspectives of anthropology, stylistics and systemic functional grammar, but few researches have taken evaluation resources as the theoretical framework. At the same time, the use of evaluation resources to analyze celebrity speech research is rare. Therefore, the use of corpus-based evaluation resources to analyze the commencement of celebrity speeches in China and the United States has a certain significance. The evaluation resources, first put forward by James Martin in the 1990s, are mainly used to study the evaluation resources in discourse and to study the methods used by people to express their attitudes and positions. Thus establishing or strengthening the connection with the reader or listener. It consists of three subsystems: attitude, intervention and differential. This paper takes evaluation resources as the theoretical framework and makes a comparative study and analysis of celebrity speeches at university graduation ceremonies in China and the United States. The purpose of this study is to explore which evaluation resources speakers prefer to use to achieve the communicative function of the discourse and the communication with the listeners. At the same time, the research method of combining quantitative analysis and qualitative analysis is adopted. A comparative study shows that there are similarities in the use of evaluation resources in the two self-built corpus composed of 30 Chinese and American college graduation speeches, but there are also obvious differences in the use of evaluation resources. The main results are summarized as follows: there are a large number of evaluation resources in the speech words, and attitude, intervention and differential resources are used, but the frequency of each kind of resources is different. The similarities are as follows: both Chinese speakers and American speakers tend to use intervention resources, in which the distribution of conversational austerity resources tends to be consistent, and is mainly realized by denying and declaring resources; In attitude resources, the speakers of both countries make more use of judgment resources, and in the hierarchical difference system, the distribution of potential and focus resources are roughly the same and they are mainly realized through linguistic potential resources. In addition, the difference lies in: in the subsystem appreciation system of attitude resources, the use of the appreciation resources of Chinese speakers for the value of things or phenomena accounts for the vast majority, while the American speakers are more appreciative of things or phenomena. It shows that the speaker can draw the attention of the audience mainly by describing the value of things or phenomena, such as whether it is important or not, so as to achieve the function of education and persuasion. In the differential resources, Chinese speakers use more quantitative resources, while American speakers pay more attention to strengthening the use of resources. This study not only widens the perspective of college graduation speeches from the linguistic perspective, but also extends the applied research of evaluation resources to some extent, especially in Chinese. Therefore, it has certain realistic and theoretical significance. At the same time, this study can help readers to understand the unique features of commencement speeches, and thus play a guiding role in the appreciation and writing of public speeches.
【學(xué)位授予單位】：西安理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H315;H15

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本文編號(hào)：2310518