TED演讲中语用预设的评价功能研究

发布时间：2018-06-27 14:51

本文选题：TED激励类演讲 + 语用预设　；参考：《东北农业大学》2017年硕士论文

【摘要】：TED演讲出现以来吸引许多听众,其成功的激励效果引发了语言研究者的广泛关注以及多种维度的研究。本研究聚焦于语用预设的评价功能探索,借鉴了莱文森的语用预设及预设触发语理论、马丁的评价理论等相关理论,构建适切的理论模型,分别从显性和隐性两个层面对TED激励类演讲中的语用预设评价功能进行研究。显性语用预设由特定的触发语以及特定语言结构所激发。隐性语用预设则具有隐蔽性,无明显的触发机制,但可作为评价资源实现评价功能。语用预设的特点与评价理论三个子系统的契合度很高,为使语用预设的评价功能研究更深入,本研究选取了30篇TED激励类演讲语篇为语料,在研究方法上采用定性研究与定量研究相结合,并针对两类语用预设如何实现评价功能采用了对比分析的研究方法,以期在剖析显性语用预设和隐性语用预设之间关系的基础上探究演讲中显性和隐性语用预设可实现何种评价功能。首先,通过数据的收集和分析发现,在TED激励类演讲中,虽然显性预设的总量多于隐性预设,但两类语用预设中能够实现评价功能的绝对数量并未见较大差距。能实现评价功能的显性预设仅占其总数量的39.37%,能实现评价功能的隐性预设占其总数量的90.11%。其次,通过线性回归分析可见显性句法层语用预设、显性音系层语用预设以及隐性句法层语用预设对显、隐性词汇层语用预设呈正相关。显隐性语用预设相互作用产生评价功能,显性预设为隐性预设的存在提供条件,隐性预设的评价功能堆积产生显性评价功能,评价功能主要通过显隐性预设的词汇层面实现。最后,在预设实现的三种评价功能中,介入多于态度,级差最少。在预设实现的介入功能中会话扩张多于会话收缩。实现介入功能的预设有3695个,其中会话紧缩1318个,占35.67%,会话扩展功能的有2377个,占64.33%。实现态度功能的预设有3102个,其中情感功能661个,占21.31%,判断功能981个,31.62%,鉴赏功能1460个,占47.07%.实现级差功能的预设最少,有2505个,其中语势功能1511个,占60.32%,聚焦功能994个,占39.68%。三种功能的数量顺序如下:介入态度级差。在介入功能中,对话扩展对话紧缩。在态度功能中,鉴赏判断情感。在级差功能中,语势聚焦。本文的研究结果不但充实了经典预设理论模型,而且将预设理论的应用研究扩展到了演讲领域,为演讲中的预设研究提供了理论基础。本研究结果有助于演说者通过合理地利用显性或隐性预设来实现主观介入、态度和级差等评价功能,以增强演讲的渲染力和可信度。此外,读者和听众也可通过解读语用预设的评价功能,从而更好地理解演说者的言外之意。
[Abstract]:TEDTalk has attracted many listeners since its emergence, and its successful motivational effect has attracted wide attention of language researchers and many dimensions of research. This study focuses on the evaluation function of pragmatic presupposition, and draws lessons from Levinson's pragmatic presupposition and presupposition trigger theory, Martin's evaluation theory and so on, and constructs an appropriate theoretical model. This paper studies the evaluation function of pragmatic presupposition in TED-based motivational talks from both explicit and implicit levels. Explicit pragmatic presupposition is inspired by specific triggers and specific linguistic structures. Implicit pragmatic presupposition is hidden and has no obvious trigger mechanism, but it can be used as evaluation resource to realize evaluation function. The characteristics of pragmatic presupposition and the three subsystems of evaluation theory have a high degree of agreement. In order to deepen the research on the evaluation function of pragmatic presupposition, 30 TED-based speech texts are selected as the corpus. The qualitative and quantitative studies are combined in the research methods, and the comparative analysis is used to study how the two kinds of pragmatic presupposition can realize the evaluation function. On the basis of analyzing the relationship between explicit pragmatic presupposition and implicit pragmatic presupposition, this paper explores the evaluation function of explicit and implicit pragmatic presupposition in speech. Firstly, through the data collection and analysis, it is found that although the total number of explicit presuppositions is more than that of implicit presuppositions in TED incentive talks, there is no big gap in the absolute number of the two kinds of pragmatic presuppositions that can achieve the evaluation function. The explicit presupposition which can realize the evaluation function only accounts for 39.37% of the total number, and the recessive presupposition which can realize the evaluation function accounts for 90.11% of the total number. Secondly, the linear regression analysis shows that there is a positive correlation between the explicit pragmatic presupposition at the syntactic level, the pragmatic presupposition at the dominant phonological level and the implicit pragmatic presupposition at the implicit syntactic level. Explicit implicit pragmatic presupposition interaction produces evaluation function, explicit presupposition provides conditions for the existence of implicit presupposition, and implicit presupposition accumulates to produce dominant evaluation function, which is mainly realized through explicit implicit presupposition lexical level. Finally, among the three evaluation functions, intervention is more than attitude, and the difference is the least. In the preset implementation of intervention function, the expansion of the session is more than the contraction of the session. The presupposition of interventional function is 3695, of which 1318 are session contraction (35.67g), and 2377 (64.3333) are session expansion. There are 3102 presuppositions to realize attitude function, of which 661 are affective function (21.31), 981 are judgment function (31.62), and 1460 (47.07) are appreciation function. The presupposition of realizing the differential function is the least, there are 2505, of which 1511 (60.32) are potential functions, 994 (39.68) are focused functions. The quantitative order of the three functions is as follows: intervention attitude difference. In the intervention function, the dialogue expands the dialogue contraction. In the function of attitude, appreciation judges emotion. In the differential function, the potential focus. The results of this paper not only enrich the classical presupposition theoretical model, but also extend the applied research of presupposition theory to the field of speech, which provides a theoretical basis for the presupposition research in speech. The results of this study are helpful for the speaker to make use of explicit or implicit presupposition to realize the evaluation functions of subjective intervention attitude and level difference so as to enhance the rendering power and credibility of the speech. In addition, readers and listeners can also interpret the evaluation function of pragmatic presupposition so as to better understand the speaker's implication.
【学位授予单位】：东北农业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H313

【参考文献】