中美大学毕业典礼演讲中评价资源的比较研究

发布时间：2018-01-16 06:36

本文关键词：中美大学毕业典礼演讲中评价资源的比较研究　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究以评价理论为依托,旨在探究中美大学毕业典礼演讲中评价资源的分布和人际意义的异同。评价理论主要研究语篇中态度构建和主体间立场表达的评价性词汇资源,是对韩礼德人际意义语法研究的补充。目前国内外的评价研究主要集中在多种体裁的英语语篇,对汉语语篇的评价资源研究以及相同体裁的英汉语篇中评价资源的比较研究较少。本研究首先比较中美大学毕业典礼汉英演讲语篇中词汇评价资源的分布差异,并在此基础上探究评价各子系统在汉英两种语篇中的人际意义以及造成中美演讲者使用评价资源的异同之处的原因。本文通过自建两个微型语料库,对6篇清华大学毕业典礼演讲(汉语)和6篇哈佛大学毕业典礼演讲(英语)的评价资源进行了定量和定性分析。首先,对两个语料库的所有语篇中的评价词汇进行手动注释和统计;然后,比较中美大学毕业典礼演讲语篇中评价资源的使用和人际功能的异同;最后,对中美大学毕业典礼演讲语篇中评价资源相似和不同之处的原因进行分析。分析结果发现中美大学毕业典礼演讲语篇中评价资源的使用及其人际意义既存在相似之处也存在不同之处。相似之处:中美大学毕业典礼演讲语篇中态度资源都是使用频率最多的评价资源,而且积极的态度资源数量远远大于消极态度资源,这表明在毕业典礼演讲语境下所有演讲者都倾向于向毕业生表达积极的态度立场。具体来说,所有演讲者都试图使用“倾向”和“安全”情感资源向毕业生表达祝愿、期望和信任。虽然判断是使用最少的评价资源,但是英汉演讲者都基于“做事才干”和“坚忍不拔”对个人行为进行评价。就介入资源而言,演讲者都试图使用“包容”和“承认”资源扩展对话空间,并且他们都通过介入和强调而不是直接否定和替代来限制与他人对话。关于级差资源,演讲者都倾向于使用更多“强势”的“语势”资源加强态度和立场介入的程度。不同之处:总的来说,中国大学毕业典礼演讲者使用更多的级差资源来加强或减弱态度和立场介入的程度,而美国大学毕业典礼演讲者使用更多的介入资源调节其价值立场,从而扩展或收缩与听众的对话空间。具体来说,就态度资源而言,在毕业典礼演讲语境下,中国演讲者使用更多的“快乐”情感资源来迎合语境。美国演讲者倾向于利用鉴赏资源评价事物的社会价值。当评价个人行为时,中国演讲者更多地基于人的“可靠性/坚韧性”品质进行评价,而美国演讲者更关注个人的“做事才干”。就介入而言,中国演讲者试图收缩与听众的对话空间,而美国演讲者试图扩展对话空间。具体来说,美国演讲者使用更多的“包容”和“承认”的对话扩张资源建立与听众的和谐关系。中国演讲者使用很多的“强调”资源来限制与不同声音的对话空间。本文还指出了造成以上相似和不同之处的语境和文化原因。一方面,所有演讲者都利用大学毕业典礼演讲的场合向毕业生传递积极的态度和期待,给他们祝福和鼓励。共同的语境是中美大学毕业典礼演讲中评价资源存在相似之处的主要原因。另一方面,两者评价资源存在不同之处是由于中美文化差异造成的。美国的主流价值观是个人主义、竞争和进步、变化和不确定,以及基督教教义。这些文化因素解释了在美国大学毕业典礼演讲中基于个人能力的判断和对事物社会价值鉴赏的评价话语现象很多的原因。另外,因为相信变化和不确定性,美国大学毕业典礼演讲者使用更多的对话扩张资源来扩大与他者的对话空间。与之相反,中国的主流价值观是追求人际和谐的集体主义。这就是中国大学毕业典礼演讲者更多地表达积极情感和基于人的可靠性进行评价的原因。再者,因为集体主义强调集体内部的规范和信仰,所以中国大学毕业典礼演讲者通过更多的个人强调和介入来缩小与他者的对话空间。本研究为中美大学毕业典礼演讲语篇的写作和理解提供重要参考,演讲者应选用恰当的评价词汇以实现特定的人际意义,听众应熟悉这些评价语言以更好地识别演讲者的态度、立场和表达意图。
[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.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315;H15

【参考文献】