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  本文關(guān)鍵詞：中美大學(xué)畢業(yè)典禮演講中評價資源的比較研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 中美大學(xué)畢業(yè)典禮演講 評價理論 分布特征 人際意義 原因

【摘要】：本研究以評價理論為依托,旨在探究中美大學(xué)畢業(yè)典禮演講中評價資源的分布和人際意義的異同。評價理論主要研究語篇中態(tài)度構(gòu)建和主體間立場表達(dá)的評價性詞匯資源,是對韓禮德人際意義語法研究的補(bǔ)充。目前國內(nèi)外的評價研究主要集中在多種體裁的英語語篇,對漢語語篇的評價資源研究以及相同體裁的英漢語篇中評價資源的比較研究較少。本研究首先比較中美大學(xué)畢業(yè)典禮漢英演講語篇中詞匯評價資源的分布差異,并在此基礎(chǔ)上探究評價各子系統(tǒng)在漢英兩種語篇中的人際意義以及造成中美演講者使用評價資源的異同之處的原因。本文通過自建兩個微型語料庫,對6篇清華大學(xué)畢業(yè)典禮演講(漢語)和6篇哈佛大學(xué)畢業(yè)典禮演講(英語)的評價資源進(jìn)行了定量和定性分析。首先,對兩個語料庫的所有語篇中的評價詞匯進(jìn)行手動注釋和統(tǒng)計(jì);然后,比較中美大學(xué)畢業(yè)典禮演講語篇中評價資源的使用和人際功能的異同;最后,對中美大學(xué)畢業(yè)典禮演講語篇中評價資源相似和不同之處的原因進(jìn)行分析。分析結(jié)果發(fā)現(xiàn)中美大學(xué)畢業(yè)典禮演講語篇中評價資源的使用及其人際意義既存在相似之處也存在不同之處。相似之處:中美大學(xué)畢業(yè)典禮演講語篇中態(tài)度資源都是使用頻率最多的評價資源,而且積極的態(tài)度資源數(shù)量遠(yuǎn)遠(yuǎn)大于消極態(tài)度資源,這表明在畢業(yè)典禮演講語境下所有演講者都傾向于向畢業(yè)生表達(dá)積極的態(tài)度立場。具體來說,所有演講者都試圖使用“傾向”和“安全”情感資源向畢業(yè)生表達(dá)祝愿、期望和信任。雖然判斷是使用最少的評價資源,但是英漢演講者都基于“做事才干”和“堅(jiān)忍不拔”對個人行為進(jìn)行評價。就介入資源而言,演講者都試圖使用“包容”和“承認(rèn)”資源擴(kuò)展對話空間,并且他們都通過介入和強(qiáng)調(diào)而不是直接否定和替代來限制與他人對話。關(guān)于級差資源,演講者都傾向于使用更多“強(qiáng)勢”的“語勢”資源加強(qiáng)態(tài)度和立場介入的程度。不同之處:總的來說,中國大學(xué)畢業(yè)典禮演講者使用更多的級差資源來加強(qiáng)或減弱態(tài)度和立場介入的程度,而美國大學(xué)畢業(yè)典禮演講者使用更多的介入資源調(diào)節(jié)其價值立場,從而擴(kuò)展或收縮與聽眾的對話空間。具體來說,就態(tài)度資源而言,在畢業(yè)典禮演講語境下,中國演講者使用更多的“快樂”情感資源來迎合語境。美國演講者傾向于利用鑒賞資源評價事物的社會價值。當(dāng)評價個人行為時,中國演講者更多地基于人的“可靠性/堅(jiān)韌性”品質(zhì)進(jìn)行評價,而美國演講者更關(guān)注個人的“做事才干”。就介入而言,中國演講者試圖收縮與聽眾的對話空間,而美國演講者試圖擴(kuò)展對話空間。具體來說,美國演講者使用更多的“包容”和“承認(rèn)”的對話擴(kuò)張資源建立與聽眾的和諧關(guān)系。中國演講者使用很多的“強(qiáng)調(diào)”資源來限制與不同聲音的對話空間。本文還指出了造成以上相似和不同之處的語境和文化原因。一方面,所有演講者都利用大學(xué)畢業(yè)典禮演講的場合向畢業(yè)生傳遞積極的態(tài)度和期待,給他們祝福和鼓勵。共同的語境是中美大學(xué)畢業(yè)典禮演講中評價資源存在相似之處的主要原因。另一方面,兩者評價資源存在不同之處是由于中美文化差異造成的。美國的主流價值觀是個人主義、競爭和進(jìn)步、變化和不確定,以及基督教教義。這些文化因素解釋了在美國大學(xué)畢業(yè)典禮演講中基于個人能力的判斷和對事物社會價值鑒賞的評價話語現(xiàn)象很多的原因。另外,因?yàn)橄嘈抛兓�和不確定性,美國大學(xué)畢業(yè)典禮演講者使用更多的對話擴(kuò)張資源來擴(kuò)大與他者的對話空間。與之相反,中國的主流價值觀是追求人際和諧的集體主義。這就是中國大學(xué)畢業(yè)典禮演講者更多地表達(dá)積極情感和基于人的可靠性進(jìn)行評價的原因。再者,因?yàn)榧�體主義強(qiáng)調(diào)集體內(nèi)部的規(guī)范和信仰,所以中國大學(xué)畢業(yè)典禮演講者通過更多的個人強(qiáng)調(diào)和介入來縮小與他者的對話空間。本研究為中美大學(xué)畢業(yè)典禮演講語篇的寫作和理解提供重要參考,演講者應(yīng)選用恰當(dāng)?shù)脑u價詞匯以實(shí)現(xiàn)特定的人際意義,聽眾應(yīng)熟悉這些評價語言以更好地識別演講者的態(tài)度、立場和表達(dá)意圖。
[Abstract]:Based on the evaluation theory as the basis, to explore similarities and differences between the distribution of resources evaluation of Sino US college graduation speech and interpersonal meaning. The evaluation theory mainly studies the attitudinal construct and subject evaluation position expression of lexical resources, is a supplement to the study of interpersonal meaning of language Hallidy method. The current evaluation research at home and abroad mainly focus on English discourse genres, a comparative study of English and Chinese discourse resources evaluation evaluation of resources of Chinese discourse and the same genre in less. In this study, comparing the distribution differences of Chinese and English College Graduation Speech Discourse in terms of appraisal resources, and on this basis to explore the evaluation of each subsystem in Chinese and English two kinds of interpersonal meaning in discourse as well as the cause of the similarities and differences between the Sino American speakers use appraisal resources. This paper built two mini corpus of 6 pieces of Qing Dynasty China University Commencement Speech (Chinese) and the 6 Harvard University commencement speech (English) the evaluation of resources makes a quantitative and qualitative analysis. Firstly, the two corpora of all texts in terms of manual annotation and statistical evaluation; then, comparison of Sino US university commencement speeches in the use of resources evaluation and the interpersonal function; finally, carries on the analysis to the Sino US University Commencement Speech Discourse resource evaluation of similar and different reasons. Analysis results show that the resources of Chinese and American universities graduation speech in the interpersonal meaning of both similarities and differences also exist. The similarities between Chinese and American Universities: commencement speech attitudinal resources are the most frequently used evaluation of resources, and the number of positive attitude resources is far greater than the negative attitude of resources, this shows that in the graduation ceremony speech Speaking in the context of all speakers tend to express a positive attitude to the graduates position. Specifically, all speakers are trying to use "tendency" and "safe" emotional resources to express wishes to the graduates, expectations and trust. Although the judgment is the minimal use of resources, but is the English speakers are based on the "work ability" and "firm and indomitable" to evaluate the behavior of individuals. In resources, the speakers have tried to use the "inclusive" and "recognition" resources to expand dialogue space, and all of them through the intervention and emphasized rather than direct negation and alternative to limit the dialogue with others. On graduation resources, speakers tend to use more "strong" language "" resource to enhance the attitude and position of the degree of involvement. The difference: in general, China university commencement speakers use more resources to strengthen graduation Or weaken the attitude and position of the degree of involvement, while the United States University commencement speakers use more resources to adjust its value in position, so as to expand or contract with the audience dialogue space. Specifically, the attitude of resources, in the context of Chinese commencement speech, the speaker uses more "happy" emotional resources to cater to the context. American speakers tend to use appreciation resources evaluation things social value. When evaluating the behavior of the individual, China speaker based more on people's "reliability / robustness" quality evaluation, and the speakers will pay more attention to the individual "work ability". China involved, the speaker tried to contraction conversation with the audience space. The speaker trying to expand dialogue space. Specifically, the speakers use more "inclusive" and "dialogic expansion resources building and recognition" The harmonious relationship between the audience. Chinese speakers use a lot of "emphasis" resources to limit with the different voices of the dialogue space. This paper also points out the similarities and differences between the context and cultural reasons. On the one hand, all speakers use university commencement speech occasion convey a positive attitude and look forward to the graduates, give them a blessing and encouragement. Common context is the resources of Chinese and American universities commencement address the similarities of the main reasons. On the other hand, the evaluation of different resources is due to the cultural differences between China and America. America's mainstream values of individualism, competition and progress, change and uncertainty, and the culture of Christianity. In the United States factors explain the college graduation speech based on personal judgment and appreciation of things of social value evaluation of discourse phenomena The reason. In addition, because I believe that changes and uncertainty, American college graduation speaker to expand the dialogue with other people to use more space dialogue resource expansion. By contrast, the mainstream value Chinese concept is the pursuit of interpersonal harmony of the collective. This is why Chinese university commencement speaker to express more positive emotion and based on the evaluation of human reliability. Furthermore, because the collective emphasize Collective internal norms and beliefs, so Chinese college graduation speaker through more emphasis and personal intervention to reduce and other dialogue space. This study provides an important reference for the college graduation speech writing and comprehension, the speaker should choose appropriate evaluation of vocabulary to realize the interpersonal meaning of a particular audience, should be familiar with these evaluation language to better identify the speaker's attitude, position and form Map.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H315;H15

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本文編號：1431951