美国常春藤大学毕业典礼演讲的批评隐喻分析

发布时间：2018-05-16 23:42

本文选题：概念隐喻 + 概念整合　；参考：《河北师范大学》2017年硕士论文

【摘要】：国内外研究发现,研究者用批评隐喻理论分析的主要是政治类和经济类文本,对演讲类文本的批评隐喻分析并不多。作为众多演讲类型中的一种,毕业典礼上的演讲通常会对即将步入社会的年轻人的思想产生重要影响。因此对毕业典礼演讲的批评隐喻分析能够帮助读者更好地理解演讲者对于毕业生的期望和建议。论文分析了2016年美国常春藤大学毕业典礼上的演讲。本文旨在回答以下问题:1)毕业典礼演讲中都使用了哪些概念隐喻?2)这些概念隐喻揭示了美国高等教育机构盛行什么样的价值和信仰?本文所用的理论是Christopher Hart提出的以社会认知观为基础的批评隐喻分析理论。该理论在概念整合理论而不是概念隐喻理论的基础上对演讲文本进行分析。论文主要对演讲中的概念隐喻进行分析。批评隐喻理论能够为读者理解演讲者潜在的态度、价值和信仰提供依据。论文中所用的31篇演讲文本均来自美国八所常春藤大学的官方网站。分析之后,研究发现如下。演讲中识别出的隐喻主要涉及三个主题,分别是:人生目标,大学教育和社会问题及其解决方法。演讲中使用次数比较多的概念隐喻有:“LIFE IS A JOURNEY”“LIFE IS A WAR”“LIFE IS A STORY”“IDEAS ARE VOICES”“KNOWING IS SEEING”。其他识别出的概念隐喻在结果和讨论部分可以找到。需要指明的是,只有那些符合Charteris-Black(2004)用来定义概念隐喻的三个标准的隐喻被用来分析演讲者的态度、价值和信仰。这三个标准分别是语言标准、语用标准和认知标准。通过对所有识别出的概念隐喻进行分析之后,演讲者所传达的思想可以从个人和社会两个层面去总结。不同的演讲者使用不同的隐喻来强调以上两个层面的不同内容。社会层面:美国社会存在各种各样的社会问题,比如种族主义,政治和宗教仇恨,等等。另外,社会媒体仅仅只关注当下事件和信息,并且倾向于附和权威思想而不是推动新思想的发展。人们倾向于铲除和压制不同与他们自己的思想,而不论别人的思想合理与否。其他一些演讲者则用一些隐喻来劝导人们来解决各种问题:毕业生们在进入社会之后要敢于向权威思想发出挑战,从而发现问题并推动知识的进步和理解的增强。另外,在面对争论和分歧时,毕业生要努力找到共同点来有效地解决各种各样的问题。他们应该更多地相互理解,相互合作,相互扶持,以一颗同情心去友好地对待那些与他们的想法与行为完全不同的人。此外,毕业生们要为知识和科学信息在世界范围的传播多做贡献。个人层面:毕业之际,演讲者希望毕业生能够意识到拥有清晰的人生目标和做出正确的人生选择的重要性。毕业生应该懂得挑战和困难能够帮助他们磨练自己的品格,并且能够使他们更加的强壮和成熟。毕业生需要将自己的理想深深地扎根于社会现实。毕业之后,他们应该继续学习和探索未知的事物,从而使自己得到长远的发展。他们也应该从历史中更多地去了解自己和他们的文化。步入社会之后,毕业生也不应该忘记老师和其他人对他们的引导和支持。他们应该尽可能多地与自己的追随者分享他们自己的新思想和新观点,从而帮助这些追随者取得更快更好的进步。更为重要的是,毕业生应该以自己的大学经历为荣并且要努力为自己的大学多做贡献。
[Abstract]:Research at home and abroad has found that the main analysis of the theory of critical metaphor is political and economic texts, and there is not much analysis of the critical metaphorical analysis of the text of the speech. As one of the many types of speech, the commencement speech usually has an important influence on the thinking of the young people entering the society. The critical metaphorical analysis of the speech can help readers to better understand the speaker's expectations and suggestions for the graduates. The thesis analyzes the 2016 American ivy university graduation speech. This paper aims to answer the following questions: 1) what conceptual metaphors are used in the commencement speech? 2) these conceptual metaphors reveal American Higher Learning. What kind of values and beliefs prevails in educational institutions? The theory used in this article is a critical metaphor analysis theory based on the social cognition concept proposed by Christopher Hart. The theory analyses the speech text on the basis of conceptual integration theory rather than conceptual metaphor theory. The theory of critical metaphor can provide a basis for the reader's understanding of the speaker's potential attitude, value and belief. All 31 of the speech texts used in this paper are from the official website of the eight ivy university in the United States. After analysis, the study found that the metaphors identified in the speech mainly involve three themes, namely: life goals, college education "LIFE IS A JOURNEY", "LIFE IS A WAR", "LIFE IS A STORY", "LIFE IS A STORY", and other identified conceptual metaphors can be found in the results and discussion parts. Rteris-Black (2004) the three standard metaphors used to define conceptual metaphors are used to analyze the speakers' attitudes, values and beliefs. These three standards are language standards, pragmatic standards, and cognitive standards. By analyzing all the conceptual metaphors identified, the speakers' ideas can be conveyed from the two layers of the individual and the society. To sum up. Different speakers use different metaphors to emphasize the different content of the two levels. Social level: there are various social problems in American society, such as racism, political and religious hatred, and so on. In addition, social media only focuses on the present matter and information, and tends to be attached to the authority thought. It is to promote the development of new ideas. People tend to eradicate and suppress their own ideas, regardless of their own ideas. Other speakers use metaphors to persuade people to solve all kinds of problems: graduates dare to challenge power thinking after entering society, thus finding problems and promoting them. In addition, in the face of disputes and differences, graduates should try to find common ground to solve all kinds of problems effectively. They should understand each other more, cooperate with each other, support each other, and treat those who are completely different from their ideas and behavior with a sympathy. Graduates have to contribute more to the spread of knowledge and scientific information around the world. At the personal level, a speaker wants a graduate to realize the importance of having a clear goal and making the right choices for life. To make them stronger and mature. Graduates need to take their ideals deeply into social reality. After graduation, they should continue to learn and explore the unknown, so that they can develop in the long run. They should also learn more about themselves and their culture from history. We should not forget the guidance and support of teachers and others. They should share their own new ideas and ideas as much as possible with their followers, so as to help these followers to achieve faster and better progress. Universities make more contributions.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315

【参考文献】