發(fā)布時間：2025-01-09 00:49

　　會話分析是社會學的一個分支,它起源于上個世紀的60年代的美國。創(chuàng)始人是薩克斯,他和施格洛夫,杰佛遜在繼承了高夫曼的社會學分析方法基礎上,發(fā)展出了會話分析的研究方法。這種方法之所以被稱作是科學的方法,是因為它以真實的人類交際為依托,不隨意下結論和形成理論,討論和研究人類在交際時會話的規(guī)律和特點。當進行會話分析的時候,語言學家發(fā)現(xiàn)當人們要參與到會話交際時,習慣使用一種交際策略——評價。 在研究評價策略方面,很多語言學家做出了巨大貢獻,他們的研究給我提供了新的視角。在這些文章中,哈維薩克斯的《同意評價和連續(xù)性的序列優(yōu)先結構》,Anita Pomerantz的文章《用同意和不同意做評價：優(yōu)先結構和非優(yōu)先結構的一些特點》和Charles Goodwin和Marjories Harness Goodwin的文章《談話中的現(xiàn)場操作：關于評價的交際結構》,這些文章的引用率都是很高的,他們從不同的角度研究評價這一語言現(xiàn)象。 前人在評價理論和評價序列的研究上做了深刻的闡釋。在這篇論文中,我將以Heritage的優(yōu)先結構,Anita的優(yōu)先和非優(yōu)先話輪以及Harvey Sacks的連續(xù)性的優(yōu)先理論為基礎...

【文章頁數(shù)】：74 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgement
ABSTRACT
摘要
Contents
目錄
Chapter One Introduction
    1.1 The Object of the Research
    1.2 The Rationale of the Research
    1.3 Recent Studies on Assessments
    1.4 The Objective of the Present Research
    1.5 Research Methodology and Data Collection
    1.6 Outline of the Thesis
Chapter Two A Review of the Relevant Literature
    2.1 Introduction
    2.2 Articles about assessment sequence
        2.2.1 Advantages
        2.2.2 Disadvantages
    2.3 The assessment in school teaching
    2.4 The assessment in clinical interaction
        2.4.1 Advantages
        2.4.2 Disadvantages
    2.5 Summary
Chapter Three Theoretical Framework
    3.1 Introduction
    3.2 A brief review of CA's history
    3.3 The definition of the assessment
    3.4 Adjacency pair
    3.5 Pre-expansion and Post-expansion
    3.6 Preference and Dispreference
    3.7 Summary
Chapter Four Assessments in Daily Conversations
    4.1 Agreeing assessments
        4.1.1 different forms of agreement
        4.1.2 preference for agreement
    4.2 Disagreeing assessments
        4.2.1 different forms of disagreement
        4.2.2 dispreference for disagreement
    4.3 Summary
Chapter Five Assessments in Institutional Talks
    5.1 Assessments in Commercial Activities
        5.1.1 the Information-Collecting Phase
        5.1.2 the Recommendation Phase
        5.1.3 the Formality of the conversation
        5.1.4 the Lexical Choice in Institutional Talk
    5.2 Assessments in the Media Interviews
        5.2.1 the Three-Step Pattern in the Media Interviews
        5.2.2 the minimal post-expansion
    5.3 Summary
Chapter Six the Differences between the Assessments in Daily Conversations andInstitutional Talks
    6.1 Introduction
    6.2 Differences between assessments in daily conversations and institutional talks
        6.2.1 Person-oriented VS Task-oriented
        6.2.2 Difference in Lexical Choice
        6.2.3 Difference in Sequential Organization
    6.3 Summary
Chapter Seven Conclusion
    7.1 Summary of the Thesis
    7.2 The Major Findings of the Thesis
    7.3 Limitation and Suggestion
Bibliography
APPENDIX
Pubilcation
Personal Information



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