央视《百家讲坛》的动态多符号语篇分析

发布时间：2018-08-08 19:37

【摘要】：随着计算机科学和多媒体技术的迅猛发展,诸如颜色、音乐、手势、图像等非语言符号在日常交际和信息传播中的作用日益显著。因此,传统的以语言为唯一研究对象的话语分析必须向包含多种符号系统的话语分析转变。在这种情况下,建立在系统功能语言学基础上的多模态话语分析应运而生,并迅速成为研究重点。到目前为止,许多学者对多模态话语分析做了深入研究,但大多数主要集中在单个类型的符号,如语言、图像,并且大多数限于二维平面文本或静态图文语篇,对于三维动态语篇中多种意义构建符号作综合性的研究尚不多见。作为中央电视台电视讲座栏目,《百家讲坛》深受广大观众的喜爱,并引起了广泛的社会关注。由于其包含了丰富的符号资源,对其意义的解读需要观众具备一定的多模态识读能力。之前对于《百家讲坛》的研究主要从传播学的角度,未涉及语言学领域。鉴于此,本文尝试运用多模态话语理论及语域理论,深层解读《百家讲坛》中各种不同符号资源,如视觉符号和文本符号,如何相互作用构成意义,以达到该讲座栏目的最佳效果的。本研究重构了简内特·琼丝的两阶段多模态话语分析框架,第一阶段是定量分析,即多模态成分分析,旨在探讨该语篇中典型符号的分布特征；第二阶段是解释性的定性分析,即解释该语篇中多种符号选择和分布的动因,并从中总结出对教学等领域的启示。对《百家讲坛》的实证分析表明,该栏目运用了多种符号资源,其中最常用的是嵌入式视频和频幕下方字幕。与此相对应,视频技术是制作视觉符号最频繁使用的技术。但这些符号资源在《百家讲坛》纲要式结构各部分的分布却表现出很大差异。具体而言,开头(预告片1和片头)和结尾(预告片3)部分表达人际意义的符号资源占多数,而中间部分的符号主要用来表达经验意义。除此之外,视觉符号而不是文本框占据了频幕的主要空间。该栏目的频幕设计者倾向于将正常尺寸的非衬线字体用于表达文本框。所有这些都为综合意义的构建作出了贡献。本文的研究结果有以下实际意义：首先,作为一种重要的教育方式,《百家讲坛》与课堂教学有很多相似之处,本研究可帮助教师在课堂教学设计中科学合理的协调多种符号的选择和分布,从而达到最佳课堂教学效果。其次,通过对《百家讲坛》中较为成功的几集进行多模态话语分析,本文从语言学中多模态的角度解释了该栏目如此受欢迎的原因,这将对电视节目制作有一定积极启示。再次,本文探讨了不同意义构建符号资源的选择及分布的内在机制,这将对于提高学生和电视观众解码各种符号资源的多模态识读能力起到一定积极作用。在诸如竞选演说、广告、商品推销等实际的语言交际活动中,这种动态语篇的交际模式对语言学习者和使用者如何使用多种语言符号进行成功交际有一定的实践意义。
[Abstract]:With the rapid development of computer science and multimedia technology, non-verbal symbols such as color, music, gestures and images play an increasingly important role in daily communication and information dissemination. Therefore, the traditional discourse analysis, which takes language as the only object of study, must be transformed into discourse analysis which contains a variety of symbolic systems. In this case, multimodal discourse analysis based on systemic functional linguistics emerged as the times require and quickly became the focus of research. Up to now, many scholars have done in-depth research on multimodal discourse analysis, but most of them focus on single types of symbols, such as language and image, and most of them are confined to two-dimensional planar text or static text. There are few comprehensive studies on the construction of multiple meanings in three-dimensional dynamic discourse. As a TV lecture column of CCTV, the Lecture Forum is deeply loved by the audience and has aroused widespread social concern. Because of its rich symbol resources, the interpretation of its meaning requires the audience to have a certain multi-modal reading ability. The previous studies on the Lecture were mainly from the angle of communication, and did not involve the field of linguistics. In view of this, this paper tries to use multi-modal discourse theory and register theory to deeply explain how the various symbolic resources, such as visual symbols and text symbols, interact with each other to form meaning. In order to achieve the best results of the lecture column. This study reconstructs Janette Joan's two-stage multi-modal discourse analysis framework. The first stage is quantitative analysis, which is called multimodal component analysis, which aims to explore the distribution characteristics of typical symbols in the discourse, and the second stage is an explanatory qualitative analysis. That is, to explain the causes of the choice and distribution of various symbols in the text, and to summarize the implications for teaching and other fields. The empirical analysis shows that the program uses a variety of symbol resources, among which embedded video and subtitles at the bottom of the screen are the most commonly used. Correspondingly, video technology is the most frequently used technology to make visual symbols. However, the distribution of these symbol resources in the outline structure is very different. Specifically, the beginning (trailers 1 and the beginning) and the end (trailers 3) represent the majority of the symbolic resources for interpersonal meaning, while the middle part is mainly used to express empirical meaning. In addition, visual symbols, rather than text boxes, occupy the main space of the screen. The column's frequency-screen designers tend to use normal-sized non-serif fonts to express text boxes. All of these contribute to the construction of comprehensive meaning. The research results of this paper have the following practical significance: first, as an important way of education, there are many similarities between the "hundred forums" and classroom teaching. This research can help teachers to coordinate the choice and distribution of various symbols scientifically and reasonably in classroom teaching design so as to achieve the best classroom teaching effect. Secondly, through the multimodal discourse analysis of some successful episodes in "100 Lecture", this paper explains the reason why this column is so popular from the perspective of linguistics, which will have some positive implications for TV programming. Thirdly, this paper discusses the internal mechanism of choosing and distributing symbol resources with different meanings, which will play a positive role in improving the multi-modal reading ability of students and TV viewers to decode all kinds of symbol resources. In practical language communication activities such as campaign speeches, advertisements and commodity marketing, this dynamic discourse communication model has certain practical significance for language learners and users how to use multiple language symbols for successful communication.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H152

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