基于评价理论与系统功能语法对中西大学简介人际意义实现的对比研究

发布时间：2018-07-06 19:04

本文选题：人际意义 + 评价理论　；参考：《重庆大学》2012年硕士论文

【摘要】：在全球化背景下，，中国与其他国家的合作交流已不仅仅局限在经济范畴之中，更多的关注转向了文化教育领域，中国的教育逐渐走上了国际化的轨道。互联网上的大学简介作为一种对外宣传的方式，直接影响着大学的形象，因此研究大学简介语篇人际意义的实现有着重要意义。本论文应用两个理论对大学简介进行研究，即韩礼德的系统功能语法及马丁的评价理论。系统功能语法认为语言是多功能的，即概念、语篇和人际功能，语言的人际意义来自系统功能语法中对语言元功能的划分，人际意义关注的是人们如何用语言相互交往并建立一定的关系，表达个人观点，并且影响对方的态度或行为。根据韩礼德的系统功能语法，人际意义主要由语气和情态系统实现，系统功能语法中人际意义的研究仅仅为词汇语法层面的分析。马丁的评价理论反映了人们如何用语言去对事物作出评价，从而表达自己的态度和立场，它从语义层面上研究人际意义，弥补了系统功能语法研究的空缺，为人际意义的研究提供了新的视角。评价理论包括三个子系统，即态度、介入和级差。作为子系统之一，介入系统起着调节说话人或作者的态度的作用，介入资源可以作为一种人际交往策略用来实现说话人或作者和目标听众或读者关系的亲近或疏远。为了全面地研究人际意义，本文将评价理论的介入系统与系统功能语法的情态系统有机结合，作为研究的理论框架，从语义和词汇语法两个层面，对中西方大学简介实现人际意义的异同进行研究。本文搜集了中国大学简介与西方大学简介（英国与美国）各三十篇，采取定量定性的方法对比研究二者人际意义的实现方式。本文通过分析发现：首先，从总的介入资源的分布来看，中西方大学简介中自言(78.06%,77.69%)都多于借言(21.94%,22.31%)，话语扩展资源(62.08%,62.06%)都多于话语压缩资源(37.92%,37.94%)，这一分布特点有助于实现大学简介信息性和劝说性的人际意义。一方面，大学简介为读者提供信息，因此需要运用更多的自言资源来保证简介的客观性；另一方面，大学简介起着树立学校良好形象的作用，以此吸引更多的学子来校学习，因而需要应用更多的话语扩展资源，为读者提供更多的话语空间，以便与他们建立良好的关系。其次，具体到介入的各子系统的使用上，在否认系统中，中国大学简介的反驳资源使用较多，比例达到了65.67%，而西方大学简介更倾向使用否定资源，占到了71.23%。在声明系统中，同意资源在两种语料中都没出现，中国大学简介采用更多的认可资源，高达83.33%，而西方大学简介使用了更多的宣称资源，比例为80.77%；在容纳系统中，本文结合系统功能语法的情态值与情态取向对容纳资源进行了分类，首先从情态值的角度分别对低、中、高值情态助动词进行了比较分析，相比中、低值情态助动词，高值情态助动词在中西方大学简介中的比例都最低，分别为12.07%和11.49%，中国大学简介倾向于使用中值情态助动词，达到72.41%，而西方大学简介低值情态助动词的比例较高，占到了65.52%；在情态取向方面，本文分别对主、客观与隐、显性取向进行分析，发现中国大学简介的主观资源（48.84%）少于客观资源（51.16%），隐性资源（88.37%）多于显性资源（11.63%）；与之相反，西方大学简介的主观资源（77.15%）多于客观资源（22.85%），隐性资源（49.24%）的比例低于显性资源（50.76%）。在摘引系统中，中国大学简介倾向于引用权威的资源，比例达到80%，观点主要来源于社会地位较高的人士或机构，而西方大学简介更强调所引用资源的多元化，如：报纸、网站、个人等，比例达到84%。基于对比研究结果，中西方大学简介的介入资源分布存在较大的差异，反映出了二者实现人际意义方式的不同。中国大学简介采用间接的方式传递信息，表达观点时倾向于引用外部的声音，给读者留下的发表个人观点的空间较小，注重所提供信息客观性，并且表达方式比较含蓄，喜欢引用权威的观点确保简介的可信性。相比之下，西方大学简介传递信息更为直接，更加重视作者本人的观点，并且留给读者留下较大的言语空间，提供信息时倾向于发表主观看法，表达方式更为外显，强调观点来源的多样性以保证简介的可靠性。本研究丰富了人际意义研究的理论框架，对中国大学撰写英文简介具有一定的指导意义。
[Abstract]:In the context of globalization, the cooperation and exchange between China and other countries has not only been confined to the economic category, but more attention has been paid to the field of culture and education. The education of China has gradually embarked on the international track. The University profile on the Internet has a direct impact on the image of the University as a way of publicity. The realization of interpersonal meaning in discourse is of great significance.
This paper uses two theories to study university profiles, namely, Hallidy's systematic functional grammar and Martin's evaluation theory. The systemic functional grammar holds that language is multi-functional, namely, concept, discourse and interpersonal function, and the interpersonal meaning of language comes from the division of the function of speech metafunction in the system functional grammar, and people's interpersonal meaning is concerned with people. How to communicate with each other and establish a certain relationship, express personal views, and influence the attitude or behavior of the other person. According to Hallidy's systematic functional grammar, interpersonal meaning is mainly realized by mood and modality system. The study of interpersonal meaning in systemic functional grammar is only an analysis of the grammatical level of vocabulary. Martin's theory of evaluation is opposite. It shows how people use language to evaluate things and thus express their attitudes and positions. It studies interpersonal meaning from the semantic level, makes up the vacancy in the study of systemic functional grammar, and provides a new perspective for the research of interpersonal meaning. The evaluation theory includes three subsystems, attitude, intervention and gradation. The intervention system plays a role in regulating the attitude of the speaker or the author, and the intervention resources can be used as a interpersonal communication strategy to realize the close or alienation of the relationship between the speaker or the author and the target audience or the reader. In order to study the interpersonal meaning in an all-round way, this paper will evaluate the theoretical intervention system and the modality system of the system functional grammar. As the theoretical framework of the study, machine combination is used to study the similarities and differences in interpersonal meaning between Chinese and Western University profiles from two levels: semantics and lexical grammar.
In this paper, thirty articles of Chinese University Introduction and Western University profile (UK and USA) were collected, and quantitative and qualitative methods were used to compare the ways of realizing the interpersonal meaning of the two.
Through the analysis, this paper finds that:
First of all, from the distribution of the total intervention resources, Chinese and Western University introductions are more than borrowing (21.94%, 22.31%), and discourse expansion resources (62.08%, 62.06%) are more than discourse compression resources (37.92%, 37.94%). This distribution features help to realize the informative and persuasive interpersonal meaning of University profiles. On the one hand, University Jane. In order to provide information for readers, it is necessary to use more self speaking resources to ensure the objectivity of the introduction; on the other hand, the University profile plays an important role in setting up a good image of the school so as to attract more students to learn, so it is necessary to apply more discourse extension resources to provide more discourse space for the readers in order to make it with them. Establish a good relationship.
Secondly, in the use of the subsystems of the intervention, the refutation resources of the Chinese University Introduction are more used in the denial system, the proportion is 65.67%, while the western university introduction is more inclined to use the negative resources, which accounts for the 71.23%. in the declarative system, and the agreed resources are not found in the two languages. The introduction of Chinese universities is more used. The approved resources are up to 83.33%, while the Western University introductions use more claimed resources, and the proportion is 80.77%. In the accommodating system, this paper classifies the accommodating resources by combining the modality values and modality orientation of the system functional grammar, and compares the low, middle and high value modal verbs respectively from the point of view of modality values. The proportion of low value modal auxiliary words and high value modal auxiliary words in both Western and Chinese universities are the lowest, which are 12.07% and 11.49% respectively. The introduction of Chinese universities tends to use middle value modal verbs to reach 72.41%, while western universities have a high proportion of low value modal auxiliaries, accounting for 65.52%. The subjective resources of the Chinese University profile (48.84%) were less than the objective resources (51.16%), and the recessive resources (88.37%) were more than the dominant resources (11.63%). On the contrary, the subjective resources (77.15%) of the Western University profiles (77.15%) were more than the visitor resources (22.85%), and the percentage of the recessive resources (49.24%) was lower than the dominant resources (50.76%). In the exiting system, the introduction of Chinese University Introduction tends to quote authoritative resources to 80%. The views mainly come from people or institutions with higher social status, while Western University introductions emphasize the diversity of resources, such as newspapers, websites, individuals, and so on, to 84%.
Based on the results of the comparative study, there is a large difference in the distribution of the intervention resources between the western and Chinese universities, which reflects the differences between the two people. The information is objectivity, and the way of expression is more implicit, and it likes to quote authoritative views to ensure the credibility of the introduction. In contrast, the introduction of information in western universities is more direct, more emphasis on the author's own views, and a greater speech space for the readers, and the tendency to express subjective views and expressions when providing information. More explicit, emphasizing the diversity of source of views to ensure the reliability of the introduction.
This study enriches the theoretical framework of interpersonal meaning research, and has some guiding significance for Chinese universities to write English profiles.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146;H314

【参考文献】