中美大学生英语演讲言据性对比分析
发布时间：2018-10-04 19:16
【摘要】：公共演讲在社会生活中扮演着重要的角色。在政治领域,它是领导权的一种体现形式。在个体生活中,它能带给人一种满足感,帮助个体树立自信。英语公共演讲盛行于国内外,能在学业、职业和社会交往等层面使大学生广为受益。英语公共演讲尤其有助于促进中国大学生的的英语学习。早在20世纪初,言据性就被视为一种语言现象来进行研究。20世纪80年代,国外言据性研究取得了显著的进步。国内的言据性研究始于20世纪90年代,如今的发展仍处于起步阶段,需要很大的完善。针对英语公共演讲,许多学者早前就从诸多角度做过研究,但迄今为止少有人从言据性角度做过探讨。对英语演讲而言,言据性是不可或缺的,因为它可以表明演讲中证据的类型,使其更具信服力。因此,对英语公共演讲中的言据性进行研究很有必要。本论文针对中美大学生英语演讲中的言据性进行了对比分析。本论文采用言据性的广义定义和广义分类作为理论框架。广义上的言据性能够表达信息来源及讲话者对信息可信度所承担的责任。基于胡壮麟对Chafe言据性理论的修正,本研究将言据性分为六类:信念(文化证据),归纳(感官证据),传闻(言语证据),演绎(假设证据),信度和预期。言据性特征的对比分析意在为中国的英语演讲教学和演讲表达提供指导借鉴。通过定量方法和定性方法的结合,本文主要阐明以下问题:(i)中美大学生英语演讲中据素的总体使用频率是多少?(ii)两种语料中据素分布类型有哪些?(iii)两种语料中据素使用有何异同?(iv)英语演讲中使用的据素反映了什么语篇特征?本研究收集了20篇中国大学生的英语演讲,语料来自“外研社杯”英语演讲大赛,也收集了20篇美国大学生的英语演讲,语料来自《美国大学生英语演讲点评》。统计分析结果表明据素密集分布于中美大学生英语演讲,但中国大学生的据素使用频率略高于美国大学生。在两种语料中六类言据性的分布都不均衡。预期和演绎据素占主体,传闻、归纳和信度据素居中,信念据素使用最少。两国大学生英语演讲据素分布的差异可以归因为演讲者的英语能力,思维模式差异及文化差异。言据性的使用能够体现英语演讲的两个显著语篇特征:可信性和交互性。言据性的对比研究具有重大意义,它是把言据性应用到实用语篇的一次实践。该研究有望培养英语学习者的言据性意识,并为中国的英语演讲教学和演讲表达带来启示。
[Abstract]:Public speaking plays an important role in social life. In politics, it is a form of leadership. In the individual life, it can bring a kind of satisfaction, help the individual to build self-confidence. English public speaking is popular at home and abroad and can benefit college students in academic, professional and social communication. English public speaking is especially helpful to promote the English learning of Chinese college students. As early as the beginning of the 20th century, discourse was regarded as a linguistic phenomenon to study. The research of textual evidence in China began in 1990's, and its development is still in its infancy and needs great perfection. Many scholars have done many researches on public speaking in English earlier, but so far few have discussed it from the point of view of substantiation. For English speaking, verbality is indispensable because it can indicate the type of evidence in the speech and make it more convincing. Therefore, it is necessary to study the evidential nature of English public speaking. This thesis makes a contrastive analysis of English speech of Chinese and American college students. This thesis uses the generalized definition and classification of positivity as the theoretical framework. Broadly speaking, it can express the source of information and the responsibility of the speaker for the credibility of the information. Based on Hu Zhuanglin's revision of Chafe's theory of substantiality, the present study classifies verbal nature into six categories: belief (cultural evidence), inductive (sensory evidence), hearsay (verbal evidence), deductive (hypothetical evidence), reliability and expectation. The contrastive analysis of verbal characteristics is intended to provide guidance for the teaching and expression of English speech in China. Through the combination of quantitative and qualitative methods, this paper mainly expounds the following questions: what is the overall frequency of the use of elements in: (i) Chinese and American college students' English speeches? What are the distribution types of primes in the (ii) data? What are the similarities and differences in the use of primes in the two (iii) corpora? What textual features do the elements used in (iv) 's English speeches reflect? The present study collected 20 English speeches of Chinese college students from the Foreign Institute Cup English speaking contest and 20 American college students' English speeches. The data were collected from the Review of American College students' English speech. The results of statistical analysis show that Chinese college students are more frequently used than American students in English speaking. In the two kinds of corpus, the distribution of six categories of verbal evidences is not balanced. Anticipatory and deductive primes occupy the main body, hearsay, induction and reliability as prime centers, and belief as the least used. The differences in the distribution of elements in English speaking between the two countries can be attributed to the speakers' English ability, thinking patterns and cultural differences. The use of textual evidence can reflect the two salient features of English speech: credibility and interactivity. The contrastive study of textual evidence is of great significance, and it is a practice of applying it to practical discourse. It is hoped that this study will cultivate the verbal awareness of English learners and bring enlightenment to the teaching and expression of English speech in China.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H313;H136
本文编号：2251553
[Abstract]:Public speaking plays an important role in social life. In politics, it is a form of leadership. In the individual life, it can bring a kind of satisfaction, help the individual to build self-confidence. English public speaking is popular at home and abroad and can benefit college students in academic, professional and social communication. English public speaking is especially helpful to promote the English learning of Chinese college students. As early as the beginning of the 20th century, discourse was regarded as a linguistic phenomenon to study. The research of textual evidence in China began in 1990's, and its development is still in its infancy and needs great perfection. Many scholars have done many researches on public speaking in English earlier, but so far few have discussed it from the point of view of substantiation. For English speaking, verbality is indispensable because it can indicate the type of evidence in the speech and make it more convincing. Therefore, it is necessary to study the evidential nature of English public speaking. This thesis makes a contrastive analysis of English speech of Chinese and American college students. This thesis uses the generalized definition and classification of positivity as the theoretical framework. Broadly speaking, it can express the source of information and the responsibility of the speaker for the credibility of the information. Based on Hu Zhuanglin's revision of Chafe's theory of substantiality, the present study classifies verbal nature into six categories: belief (cultural evidence), inductive (sensory evidence), hearsay (verbal evidence), deductive (hypothetical evidence), reliability and expectation. The contrastive analysis of verbal characteristics is intended to provide guidance for the teaching and expression of English speech in China. Through the combination of quantitative and qualitative methods, this paper mainly expounds the following questions: what is the overall frequency of the use of elements in: (i) Chinese and American college students' English speeches? What are the distribution types of primes in the (ii) data? What are the similarities and differences in the use of primes in the two (iii) corpora? What textual features do the elements used in (iv) 's English speeches reflect? The present study collected 20 English speeches of Chinese college students from the Foreign Institute Cup English speaking contest and 20 American college students' English speeches. The data were collected from the Review of American College students' English speech. The results of statistical analysis show that Chinese college students are more frequently used than American students in English speaking. In the two kinds of corpus, the distribution of six categories of verbal evidences is not balanced. Anticipatory and deductive primes occupy the main body, hearsay, induction and reliability as prime centers, and belief as the least used. The differences in the distribution of elements in English speaking between the two countries can be attributed to the speakers' English ability, thinking patterns and cultural differences. The use of textual evidence can reflect the two salient features of English speech: credibility and interactivity. The contrastive study of textual evidence is of great significance, and it is a practice of applying it to practical discourse. It is hoped that this study will cultivate the verbal awareness of English learners and bring enlightenment to the teaching and expression of English speech in China.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H313;H136
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