中美大学毕业典礼演讲词中的概念隐喻对比研究
发布时间：2018-08-20 15:48
【摘要】：隐喻在人们的日常生活中是一种认知方式。传统的隐喻观认为隐喻是一种修饰语言的工具,目的是让语言更加的生动。然而,随着认知语言学的兴起,当代研究者们意识到隐喻不仅仅是一种修饰语言的工具,而且能够帮助人们认识世界。1980年,莱考夫和约翰逊第一次提出了“概念隐喻”。他们认为隐喻是人类思维,行为和表达思想的一种系统的方式。从那以后,概念隐喻的研究范围包括了很多方面,比如政治演讲,新闻以及文学方面等等。过去,分析政治类演讲的研究有很多。然而,很少有研究从概念隐喻的角度分析非政治类演讲中的概念隐喻。毕业典礼演讲词作为毕业典礼上最重要的组成部分之一,值得去研究。该论文基于概念隐喻的相关理论,尝试对中美大学毕业典礼演讲词中的概念隐喻进行对比研究。研究以60篇大学毕业典礼演讲词作为语料,30篇选自中国的综合性大学,30篇选自美国的综合性大学。所有的数据均下载于各个学校的官方网站。通过对中美大学毕业典礼演讲词中的概念隐喻进行对比分析,研究旨在回答如下三个问题:(1)中国大学毕业典礼演讲词中使用了哪些概念隐喻?(2)美国大学毕业典礼演讲词中使用了哪些概念隐喻?(3)中美大学毕业典礼演讲词中使用的概念隐喻是否存在相同点和不同点?研究结果表明中国大学毕业典礼演讲词中涉及的概念隐喻包含十个方面,它们是:旅途,人类,战争,建筑,自然,方位,容器,食物,比赛以及线条;美国大学毕业典礼演讲词中涉及的概念隐喻也包含十个方面,它们是:旅途,人类,战争,自然,方位,容器,家庭,食物,建筑和比赛。通过对比研究,发现在中美大学毕业典礼演讲词中有一些相同点和不同点其相同点是第一,中美大学毕业典礼演讲词中使用概念隐喻的频率都很高;第二,在中美大学各自的演讲词中有九种相同的概念隐喻;第三,某些概念隐喻中存在相同的映射过程。其差异在于:第一,中美大学毕业典礼演讲词中所使用的概念隐喻的数量和占比并不是对应的;第二,线条隐喻只出现在中国大学演讲词中,家庭隐喻只出现在美国大学演讲词中。中美大学所使用的相同的概念隐喻可能是由于人类相同的身体经验和思维模式。但是由于中美两国不同的国情,两种语言中的概念隐喻表达在某些相同的概念隐喻中存在中一定的差异。
[Abstract]:Metaphor is a cognitive style in people's daily life. The traditional metaphorical view holds that metaphor is a tool to modify language in order to make language more vivid. However, with the rise of cognitive linguistics, contemporary researchers realize that metaphor is not only a tool to modify language, but also can help people understand the world. In 1980, Lakoff and Johnson first proposed "conceptual metaphor". They see metaphor as a systematic way of thinking, acting, and expressing ideas. Since then, conceptual metaphors have been studied in many areas, such as political speech, news and literature. In the past, there was a lot of research on analytical political speeches. However, few studies have analyzed conceptual metaphors in non-political speeches from the perspective of conceptual metaphors. Commencement speech as one of the most important components of graduation is worth studying. Based on the relevant theories of conceptual metaphor, this thesis attempts to make a comparative study of conceptual metaphors in commencement speeches in China and America. In this study, 60 commencement speeches were collected from 30 Chinese universities and 30 from American universities. All the data are downloaded on the official website of each school. Through a comparative analysis of conceptual metaphors in commencement speeches in China and the United States, The purpose of the study is to answer the following three questions: (1) what conceptual metaphors are used in the commencement speeches in China? (2) what conceptual metaphors are used in the commencement speeches in the United States? (3) what conceptual metaphors are used in the commencement speeches in China and the United States? Are there similarities and differences in the conceptual metaphors used? The results show that the conceptual metaphors involved in the commencement speeches in China include ten aspects: travel, human beings, war, architecture, nature, location, containers, food, competitions and lines; Conceptual metaphors in American college commencement speeches also cover ten aspects: travel, human beings, war, nature, location, containers, family, food, architecture, and competition. Through the comparative study, we find that there are some similarities and differences in the commencement speeches between China and the United States. The common points are the first, and the frequency of using conceptual metaphors in the commencement speeches is very high. There are nine identical conceptual metaphors in the speeches of Chinese and American universities. Thirdly, some conceptual metaphors have the same mapping process. The differences are as follows: first, the number and proportion of conceptual metaphors used in commencement speeches in China and the United States are not corresponding; second, line metaphors only appear in Chinese university speeches. Family metaphors only appear in American college speeches. The same conceptual metaphors used by Chinese and American universities may be due to the same human body experience and thinking pattern. However, due to the different national conditions between China and the United States, conceptual metaphors in the two languages have some differences in some of the same conceptual metaphors.
【学位授予单位】：兰州理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315;H15
本文编号：2194165
[Abstract]:Metaphor is a cognitive style in people's daily life. The traditional metaphorical view holds that metaphor is a tool to modify language in order to make language more vivid. However, with the rise of cognitive linguistics, contemporary researchers realize that metaphor is not only a tool to modify language, but also can help people understand the world. In 1980, Lakoff and Johnson first proposed "conceptual metaphor". They see metaphor as a systematic way of thinking, acting, and expressing ideas. Since then, conceptual metaphors have been studied in many areas, such as political speech, news and literature. In the past, there was a lot of research on analytical political speeches. However, few studies have analyzed conceptual metaphors in non-political speeches from the perspective of conceptual metaphors. Commencement speech as one of the most important components of graduation is worth studying. Based on the relevant theories of conceptual metaphor, this thesis attempts to make a comparative study of conceptual metaphors in commencement speeches in China and America. In this study, 60 commencement speeches were collected from 30 Chinese universities and 30 from American universities. All the data are downloaded on the official website of each school. Through a comparative analysis of conceptual metaphors in commencement speeches in China and the United States, The purpose of the study is to answer the following three questions: (1) what conceptual metaphors are used in the commencement speeches in China? (2) what conceptual metaphors are used in the commencement speeches in the United States? (3) what conceptual metaphors are used in the commencement speeches in China and the United States? Are there similarities and differences in the conceptual metaphors used? The results show that the conceptual metaphors involved in the commencement speeches in China include ten aspects: travel, human beings, war, architecture, nature, location, containers, food, competitions and lines; Conceptual metaphors in American college commencement speeches also cover ten aspects: travel, human beings, war, nature, location, containers, family, food, architecture, and competition. Through the comparative study, we find that there are some similarities and differences in the commencement speeches between China and the United States. The common points are the first, and the frequency of using conceptual metaphors in the commencement speeches is very high. There are nine identical conceptual metaphors in the speeches of Chinese and American universities. Thirdly, some conceptual metaphors have the same mapping process. The differences are as follows: first, the number and proportion of conceptual metaphors used in commencement speeches in China and the United States are not corresponding; second, line metaphors only appear in Chinese university speeches. Family metaphors only appear in American college speeches. The same conceptual metaphors used by Chinese and American universities may be due to the same human body experience and thinking pattern. However, due to the different national conditions between China and the United States, conceptual metaphors in the two languages have some differences in some of the same conceptual metaphors.
【学位授予单位】：兰州理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315;H15
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