书面语篇中作者与读者间互动关系探索

发布时间：2018-05-01 12:00

本文选题：互动关系 + 语篇分析　；参考：《哈尔滨工程大学》2002年硕士论文

【摘要】： 本论文属于语篇分析的范畴，以系统功能语法为出发点，融合维根斯汀的游戏理论，拓展了互动关系的研究范围，调整了研究要素，，对书面语篇中作者和读者间的互动关系进行了探讨，并证实了这一研究的必要性和实用性。本论文的主体由四个章节组成。第一章简单介绍了互动关系研究的背景，现状及其目的和重要性。第二章介绍了互动关系的基本概念及其分类，并重点介绍了本文的理论基础。第三章为本文的重点部分，论述了互动关系的实现手段。将具有隐蔽性和复杂性书面语篇中的互动分为使互动资源及互动资源两种进行分类研究，这也是本文的新意所在。使互动资源强调的是读者是如何参与到语篇生成和意义生成当中的。它体现在三方面：首先，作者通过各种情态表达造成不同程度的确定及不确定性，从而使书面语篇既有揭示性，又保持可信度；其次，通过问题，命令，称呼等手段对读者造成向里的拉力，使得他们进入语篇意义生成中；另外使用匹配的语篇组织方式使得读者在语篇层面上参与到意义生成中。而互动资源强调的是作者如何基于读者的想象，期待，及原有知识来构建语篇，从而一步步地引导读者去阅读，达到与读者的互动。这一资源也体现在三方面：首先，作者将读者的期待渗入到自己的文章中；其次，作者运用不同的引导信号来引导读者；另外，作者运用连续的语篇组织方式使得读者跟随作者的思路，完成互动过程。第四章强调了这一研究的实际意义，通过大量的例证分析确定了这一研究的实用性和在提高写作和阅读能力两方面的所起到的积极作用。本文的贡献在于以下三方面。首先，通过两种理论的结合使得这一研究更好地在语篇层面上展开;其次，对互动资源进行分类研究，为复杂的书面语篇互动分析提供了有效的途径。最后，本文的研究价值取向紧密结合教学意义，清楚地展示了作者的构思过程以及读者对语篇的解析的过程，使学生通过互动关系的学习更好地掌握语篇的意义。
[Abstract]:This thesis belongs to the category of discourse analysis. Based on systemic functional grammar, this thesis integrates Vickenstin's game theory, expands the research scope of interaction, and adjusts the research elements. This paper probes into the interaction between the author and the reader in the written discourse, and confirms the necessity and practicability of this study. The main body of this paper consists of four chapters. The first chapter briefly introduces the background, present situation, purpose and importance of the interaction research. The second chapter introduces the basic concept of interaction and its classification, and focuses on the theoretical basis of this paper. The third chapter is the key part of this paper, discusses the means of realizing the interactive relationship. It is also the new meaning of this paper to classify the interaction in written discourse with concealment and complexity into two types: interactive resources and interactive resources. Interactive resources emphasize how readers participate in text generation and meaning generation. It is embodied in three aspects: first, the author creates different degrees of certainty and uncertainty through various modal expressions, so that the written text is both revealing and reliable; secondly, through questions, commands, Address forms and other means make readers pull inward and make them enter into text meaning generation. In addition, they use matching text organization to make readers participate in the meaning generation at the discourse level. The interactive resources emphasize how the author constructs the text based on the reader's imagination expectation and original knowledge so as to guide the reader to read and interact with the reader step by step. This resource is also reflected in three aspects: first, the author seeps the reader's expectations into his article; secondly, the author uses different guidance signals to guide the reader; in addition, The author uses continuous discourse organization to enable readers to follow the author's ideas and complete the interactive process. The fourth chapter emphasizes the practical significance of the study and determines the practicability of the study and its positive role in improving the writing and reading ability through a large number of examples. The contribution of this paper lies in the following three aspects. First of all, through the combination of two theories to make this study Secondly, the classification of interactive resources, for complex books, is better carried out at the discourse level. Surface discourse interaction analysis provides an effective approach. Finally, the research value orientation of this paper is closely combined. The significance of teaching clearly demonstrates the author's conception process and the reader's process of discourse analysis. So that students can grasp the meaning of discourse better through interactive learning.
【学位授予单位】：哈尔滨工程大学
【学位级别】：硕士
【学位授予年份】：2002
【分类号】：I0

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