基于语料库的中美大学毕业典礼名人演讲评价资源的对比研究
发布时间：2018-11-04 16:54
【摘要】：作为公众演讲的体裁之一,大学毕业演讲承载着演讲者对毕业生的祝愿与期望。近几年来,越来越多的大学选择邀请社会各界的成功人士来做毕业演讲,以达到通过其自身经验的分享从而能够最大程度的对毕业生产生教育启示作用。以往对于大学毕业演讲的研究主要从人类学,文体学和系统功能语法等角度来展开,而将评价资源作为理论框架的研究却很少。同时,运用评价资源来剖析名人演讲的研究也是极少的。因此,基于语料库运用评价资源对中美大学毕业典礼名人演讲进行分析具有一定意义。最早由詹姆斯马丁在20世纪90年代提出的评价资源,主要用于研究语篇中的评价资源,研究人们使用哪些方法来表达自己的态度和立场,从而建立或加强与读者或听者之间的联系。它包括三个子系统:态度,介入和级差。本文将评价资源作为理论框架,对比研究分析中美大学毕业典礼名人演讲,目的在于探究演说者偏好使用哪些评价资源来实现语篇的交际功能,实现与听者的交流。同时,采用定量分析和定性分析相结合的研究方法。通过对比研究显示,在由搜集到的共30篇中美大学毕业演讲所构成的两个自建语料库中,评价资源的使用方面存在相同之处,但也存在明显的差异。主要研究结果归纳如下:演讲词中存在大量评价资源,且态度,介入和级差资源均有使用,但各类资源的使用频率有所不同。相似之处体现在:中国演讲者和美国演讲者都更倾向于使用介入资源,其中对话紧缩资源的分布大体趋于一致,并主要通过否认资源和宣告资源来实现;态度资源中,两国演讲者都更多地运用了判断资源;在级差系统中,语势和聚焦资源的分布大体一致且都主要通过语势资源来实现。另外,差异体现在:在态度资源的子系统鉴赏系统中,中国演讲者对事物或现象价值的鉴赏资源的使用占绝大部分,而美国演讲者更多的对事物或现象反应进行鉴赏,表明演讲者主要通过对事物或现象价值的描述,如是否重要,是否有意义等来引起听众的注意,进而达到教育和劝说的功能;在级差资源中,中国演讲者更多的使用了量化资源而美国演讲者更重视强化资源的使用。本研究不仅从语言学的角度拓宽了对大学毕业演讲的研究视角,而且也在一定程度上拓展了评价资源的应用性研究,特别是在汉语方面。因此,具有一定的现实和理论意义。同时,本研究可以帮助读者更透彻地了解毕业典礼演讲语篇独特的特征,从而对公共演讲的赏析和写作教学起到一定的指导作用。
[Abstract]:As one of the styles of public speaking, the college graduation speech carries the speaker's wishes and expectations for the graduates. In recent years, more and more universities choose to invite successful people from all walks of life to make graduation speeches, in order to share their own experience so as to maximize the impact of education on the graduates. In the past, the studies on college graduation speeches were mainly carried out from the perspectives of anthropology, stylistics and systemic functional grammar, but few researches have taken evaluation resources as the theoretical framework. At the same time, the use of evaluation resources to analyze celebrity speech research is rare. Therefore, the use of corpus-based evaluation resources to analyze the commencement of celebrity speeches in China and the United States has a certain significance. The evaluation resources, first put forward by James Martin in the 1990s, are mainly used to study the evaluation resources in discourse and to study the methods used by people to express their attitudes and positions. Thus establishing or strengthening the connection with the reader or listener. It consists of three subsystems: attitude, intervention and differential. This paper takes evaluation resources as the theoretical framework and makes a comparative study and analysis of celebrity speeches at university graduation ceremonies in China and the United States. The purpose of this study is to explore which evaluation resources speakers prefer to use to achieve the communicative function of the discourse and the communication with the listeners. At the same time, the research method of combining quantitative analysis and qualitative analysis is adopted. A comparative study shows that there are similarities in the use of evaluation resources in the two self-built corpus composed of 30 Chinese and American college graduation speeches, but there are also obvious differences in the use of evaluation resources. The main results are summarized as follows: there are a large number of evaluation resources in the speech words, and attitude, intervention and differential resources are used, but the frequency of each kind of resources is different. The similarities are as follows: both Chinese speakers and American speakers tend to use intervention resources, in which the distribution of conversational austerity resources tends to be consistent, and is mainly realized by denying and declaring resources; In attitude resources, the speakers of both countries make more use of judgment resources, and in the hierarchical difference system, the distribution of potential and focus resources are roughly the same and they are mainly realized through linguistic potential resources. In addition, the difference lies in: in the subsystem appreciation system of attitude resources, the use of the appreciation resources of Chinese speakers for the value of things or phenomena accounts for the vast majority, while the American speakers are more appreciative of things or phenomena. It shows that the speaker can draw the attention of the audience mainly by describing the value of things or phenomena, such as whether it is important or not, so as to achieve the function of education and persuasion. In the differential resources, Chinese speakers use more quantitative resources, while American speakers pay more attention to strengthening the use of resources. This study not only widens the perspective of college graduation speeches from the linguistic perspective, but also extends the applied research of evaluation resources to some extent, especially in Chinese. Therefore, it has certain realistic and theoretical significance. At the same time, this study can help readers to understand the unique features of commencement speeches, and thus play a guiding role in the appreciation and writing of public speeches.
【学位授予单位】：西安理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315;H15
本文编号：2310518
[Abstract]:As one of the styles of public speaking, the college graduation speech carries the speaker's wishes and expectations for the graduates. In recent years, more and more universities choose to invite successful people from all walks of life to make graduation speeches, in order to share their own experience so as to maximize the impact of education on the graduates. In the past, the studies on college graduation speeches were mainly carried out from the perspectives of anthropology, stylistics and systemic functional grammar, but few researches have taken evaluation resources as the theoretical framework. At the same time, the use of evaluation resources to analyze celebrity speech research is rare. Therefore, the use of corpus-based evaluation resources to analyze the commencement of celebrity speeches in China and the United States has a certain significance. The evaluation resources, first put forward by James Martin in the 1990s, are mainly used to study the evaluation resources in discourse and to study the methods used by people to express their attitudes and positions. Thus establishing or strengthening the connection with the reader or listener. It consists of three subsystems: attitude, intervention and differential. This paper takes evaluation resources as the theoretical framework and makes a comparative study and analysis of celebrity speeches at university graduation ceremonies in China and the United States. The purpose of this study is to explore which evaluation resources speakers prefer to use to achieve the communicative function of the discourse and the communication with the listeners. At the same time, the research method of combining quantitative analysis and qualitative analysis is adopted. A comparative study shows that there are similarities in the use of evaluation resources in the two self-built corpus composed of 30 Chinese and American college graduation speeches, but there are also obvious differences in the use of evaluation resources. The main results are summarized as follows: there are a large number of evaluation resources in the speech words, and attitude, intervention and differential resources are used, but the frequency of each kind of resources is different. The similarities are as follows: both Chinese speakers and American speakers tend to use intervention resources, in which the distribution of conversational austerity resources tends to be consistent, and is mainly realized by denying and declaring resources; In attitude resources, the speakers of both countries make more use of judgment resources, and in the hierarchical difference system, the distribution of potential and focus resources are roughly the same and they are mainly realized through linguistic potential resources. In addition, the difference lies in: in the subsystem appreciation system of attitude resources, the use of the appreciation resources of Chinese speakers for the value of things or phenomena accounts for the vast majority, while the American speakers are more appreciative of things or phenomena. It shows that the speaker can draw the attention of the audience mainly by describing the value of things or phenomena, such as whether it is important or not, so as to achieve the function of education and persuasion. In the differential resources, Chinese speakers use more quantitative resources, while American speakers pay more attention to strengthening the use of resources. This study not only widens the perspective of college graduation speeches from the linguistic perspective, but also extends the applied research of evaluation resources to some extent, especially in Chinese. Therefore, it has certain realistic and theoretical significance. At the same time, this study can help readers to understand the unique features of commencement speeches, and thus play a guiding role in the appreciation and writing of public speeches.
【学位授予单位】：西安理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315;H15
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