功能性言语的意义生成—认知符号视角下心理空间双重整合模式
发布时间：2021-07-14 17:25
功能性言语是客观存在的语言现象,它源于基本言语,同时又不同于基本言语。功能性言语具有区别于基本言语的人际意义,功能性言语表征说话人的命题态度,是“关于言语的言语”。对于功能性言语的人际意义产生模式有着不同的解释。长期以来,在功能性言语的意义研究上存在着各种不同的观点:其中一种是“功能说”,认为基本言语具有命题意义,可以检验其真值性;而功能性言语不具有命题意义,只是具有人际意义,表达命题态度。其代表人物是Hyland （1999）和Ifantido（2005）等。另一种是“语用说”,认为功能性言语具有人际功能,有助于正在进行的交际行为。在具体交际环境和言语行为中,功能性言语的使用可以提高言语的修辞效果或为语言行为提供适宜条件,其代表人物是Crismore（2004）和Kopple（1985）等。功能性言语的人际意义不是来自于语言符号系统。系统功能理论虽然突破了语言系统的局限,把功能性言语看做语篇连贯和互文现象,但对它的解释仍然是以后结构主义为理论基础,没有从人的认知能力方面研究意义生成。而语言行为（speech acts）理论把功能言语看做是语境因素,也未能对功能性言语的认知机制进行解释...
【文章来源】：东北师范大学吉林省 211工程院校 教育部直属院校
【文章页数】：174 页
【学位级别】：博士
【文章目录】：
摘要
Abstract
List of diagrams
Chapter One Introduction
1.1 Motivation of the Study
1.2 Rationale of the Study
1.2.1 Speaker‘s Reflection
1.2.2 Speaker‘s Interpretation
1.3 Research Questions
1.4 Methodology
1.5 Structure of the Dissertation
Chapter Two Literature Review
2.1 General Studies of Metadiscourse
2.2 The Functional Perspective on Metadiscourse
2.2.1 Crismore‘s Model
2.2.2 Hyland‘s Model
2.3 The Pragmatic Perspective on Metadiscourse
2.4 The Relevance-Theoretic Perspective on Metadiscourse
2.5 Critique of the Previous Literature
2.6 Statement of the Problems
2.6.1 Speaker Subject of Semiotic Activities
2.6.2 Epistemic Subject in Reflection
2.6.3 Communicative Subject in Interpretation
Chapter Three The Cogno-Semiotic Perspective on the Meaning Emergence of Metadiscourse
3.1 Introduction
3.2 Metadiscourse from the Semiotic Perspective
3.2.1 Propositional Metadiscourse in Semiotic Activities
3.2.2 Markedness of Metadiscourse
3.2.3 Interaction between Primary Discourse and Metadiscourse
3.2.4 Locality of the Employment of Metadiscourse
3.3 Metadiscourse from the Cognitive Perspective
3.3.1 Mental Structure of the Speaker‘s World Knowledge with Metadiscourse
3.3.2 Mental Structure of the Speaker‘s Reflection with Metadiscourse
3.3.3 Mental Structure of the Speaker‘s Interpretation with Metadiscourse
3.3.4 Speaker‘s Delegation of Interpersonal Intention to the Hearer
3.4 Interpersonal Meanings of Metadiscourse
3.4.1 Interpersonal Metadiscourse
3.4.2 Detachability of Interpersonal Meanings
3.5 Meaning Emergence of the Use of Metadiscourse
3.5.1 Meaning Emergence
3.5.2 Meaning Emergence from the Cogno-Semiotic Perspective
3.5.3 Virtuality of the Cognitive Processing
3.5.4 Relevance Scheme to Semiotic Activities
3.5.5 Facilitation of Semiotic Activities
3.6 Summary
Chapter Four A Dual Mental Space Blending Model: Analysis for the Meaning Emergence of Metadiscourse
4.1 Introduction
4.2 Mental Space Blending Theories
4.2.1 General Introduction to Mental Space Blending Theories
4.2.2 Brandt‘s Mental Space Blending Model
4.3 Semiotic Activities as Grounding Space
4.3.1 Semiotic Activities
4.3.2 The Use of Metadiscourse in Grounding Space
4.4 A Dual Mental Space Blending Model for the Meaning Emergence of Metadiscourse
4.4.1 Mental Space Blending in Epistemic Activities
4.4.2 Mental Space Blending in Communicative Activities
4.4.3 Embedment of Reflection into Interpretation in a Dual Mental Space Blending Model
4.5 Summary
Chapter Five Occurrence of Metadiscourse and the Categories of the Emergent Meaning of Metadiscourse
5.1 Introduction
5.2 Metadiscourse in Academic Lectures
5.2.1 Occurrence of Metadiscourse Markers in Academic Lectures
5.2.2 Effect of the Use of Metadiscourse Markers
5.3 Speaker-Hearer Interaction from the Cogno-Semiotic Perspective in Academic Lectures
5.4 Meaning Emergence of Metadiscourse in the Academic Lectures
5.5 Diverse Categorization of Metadiscourse Markers
5.5.1 Crismore‘s Categorization
5.5.2 Ifantidou‘s Categorization
5.5.3 Hyland‘s Categorization
5.6 Frequency of Metadiscourse in Academic Lectures
5.6.1 General Trend of the Use of Metadiscourse in the Academic Lectures
5.6.2 Use of Metadiscourse Markers with Personal Preference
5.7 Summary
Chapter Six Analysis of Individual Metadiscourse Markers by Categories
6.1 Introduction
6.2 Analytical Procedure of Interpersonal Metadiscourse Markers
6.3 Interactive Metadiscourse in Mental Space Blending
6.3.1 Transition
6.3.2 Frame Markers
6.3.3 Endophoric markers
6.3.4 Evidential Markers
6.3.5 Code Glosses
6.4 Interactional Metadiscourse in Mental Space Blending
6.4.1 Engagement Markers
6.4.2 Boosters
6.4.3 Relational Markers
6.4.4 Attitude Markers
6.4.5 Hedge Markers
6.5 Summary
Chapter Seven Conclusion
7.1 Conclusion
7.2 Significance of the Study
7.3 Limitations of the Study
7.4 Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Acknowledgements
在学期间公开发表论文及著作情况
【参考文献】：
期刊论文
[1]审美与主体间性的“越界”——关于主体间性若干问题的争议与讨论[J]. 杨春时,张海涛. 厦门大学学报(哲学社会科学版). 2010(01)
[2]《词与思维——次句式、省略与语言哲学》评介[J]. 成晓光. 外语教学与研究. 2009(04)
[3]语言行为“说”与语言层次观[J]. 娄琦,张威. 外语学刊. 2009(02)
[4]功能性言语研究阐发[J]. 姜晖,成晓光. 东北师大学报(哲学社会科学版). 2009(01)
[5]语言哲学视域中主体性和主体间性的建构[J]. 成晓光. 外语学刊. 2009(01)
[6]心理空间与概念整合:理论发展及其应用[J]. 张辉,杨波. 解放军外国语学院学报. 2008(01)
[7]微型学术讲座中元话语的关联阐释[J]. 胡春华. 西安外国语大学学报. 2007(04)
[8]结构主义语言学的整体观[J]. 娄琦,梁中贤,成晓光. 国外理论动态. 2007(08)
[9]书写的语言文化分析[J]. 娄琦,成晓光,梁中贤. 国外理论动态. 2007(07)
[10]元话语使用在大学英语议论文写作中的实证研究[J]. 刘川. 河北科技师范学院学报(社会科学版). 2007(01)
博士论文
[1]英语科研论文中的言据性[D]. 杨林秀.厦门大学 2009
[2]汉语元话语标记研究[D]. 李秀明.复旦大学 2006
[3]英语元话语的人际—修辞功能多角度研究[D]. 高健.上海外国语大学 2005
[4]语句中的说话人形象[D]. 李洪儒.黑龙江大学 2003
[5]多维视野中的主体间性理论形态考辨[D]. 王晓东.黑龙江大学 2002
本文编号：3284573
【文章来源】：东北师范大学吉林省 211工程院校 教育部直属院校
【文章页数】：174 页
【学位级别】：博士
【文章目录】：
摘要
Abstract
List of diagrams
Chapter One Introduction
1.1 Motivation of the Study
1.2 Rationale of the Study
1.2.1 Speaker‘s Reflection
1.2.2 Speaker‘s Interpretation
1.3 Research Questions
1.4 Methodology
1.5 Structure of the Dissertation
Chapter Two Literature Review
2.1 General Studies of Metadiscourse
2.2 The Functional Perspective on Metadiscourse
2.2.1 Crismore‘s Model
2.2.2 Hyland‘s Model
2.3 The Pragmatic Perspective on Metadiscourse
2.4 The Relevance-Theoretic Perspective on Metadiscourse
2.5 Critique of the Previous Literature
2.6 Statement of the Problems
2.6.1 Speaker Subject of Semiotic Activities
2.6.2 Epistemic Subject in Reflection
2.6.3 Communicative Subject in Interpretation
Chapter Three The Cogno-Semiotic Perspective on the Meaning Emergence of Metadiscourse
3.1 Introduction
3.2 Metadiscourse from the Semiotic Perspective
3.2.1 Propositional Metadiscourse in Semiotic Activities
3.2.2 Markedness of Metadiscourse
3.2.3 Interaction between Primary Discourse and Metadiscourse
3.2.4 Locality of the Employment of Metadiscourse
3.3 Metadiscourse from the Cognitive Perspective
3.3.1 Mental Structure of the Speaker‘s World Knowledge with Metadiscourse
3.3.2 Mental Structure of the Speaker‘s Reflection with Metadiscourse
3.3.3 Mental Structure of the Speaker‘s Interpretation with Metadiscourse
3.3.4 Speaker‘s Delegation of Interpersonal Intention to the Hearer
3.4 Interpersonal Meanings of Metadiscourse
3.4.1 Interpersonal Metadiscourse
3.4.2 Detachability of Interpersonal Meanings
3.5 Meaning Emergence of the Use of Metadiscourse
3.5.1 Meaning Emergence
3.5.2 Meaning Emergence from the Cogno-Semiotic Perspective
3.5.3 Virtuality of the Cognitive Processing
3.5.4 Relevance Scheme to Semiotic Activities
3.5.5 Facilitation of Semiotic Activities
3.6 Summary
Chapter Four A Dual Mental Space Blending Model: Analysis for the Meaning Emergence of Metadiscourse
4.1 Introduction
4.2 Mental Space Blending Theories
4.2.1 General Introduction to Mental Space Blending Theories
4.2.2 Brandt‘s Mental Space Blending Model
4.3 Semiotic Activities as Grounding Space
4.3.1 Semiotic Activities
4.3.2 The Use of Metadiscourse in Grounding Space
4.4 A Dual Mental Space Blending Model for the Meaning Emergence of Metadiscourse
4.4.1 Mental Space Blending in Epistemic Activities
4.4.2 Mental Space Blending in Communicative Activities
4.4.3 Embedment of Reflection into Interpretation in a Dual Mental Space Blending Model
4.5 Summary
Chapter Five Occurrence of Metadiscourse and the Categories of the Emergent Meaning of Metadiscourse
5.1 Introduction
5.2 Metadiscourse in Academic Lectures
5.2.1 Occurrence of Metadiscourse Markers in Academic Lectures
5.2.2 Effect of the Use of Metadiscourse Markers
5.3 Speaker-Hearer Interaction from the Cogno-Semiotic Perspective in Academic Lectures
5.4 Meaning Emergence of Metadiscourse in the Academic Lectures
5.5 Diverse Categorization of Metadiscourse Markers
5.5.1 Crismore‘s Categorization
5.5.2 Ifantidou‘s Categorization
5.5.3 Hyland‘s Categorization
5.6 Frequency of Metadiscourse in Academic Lectures
5.6.1 General Trend of the Use of Metadiscourse in the Academic Lectures
5.6.2 Use of Metadiscourse Markers with Personal Preference
5.7 Summary
Chapter Six Analysis of Individual Metadiscourse Markers by Categories
6.1 Introduction
6.2 Analytical Procedure of Interpersonal Metadiscourse Markers
6.3 Interactive Metadiscourse in Mental Space Blending
6.3.1 Transition
6.3.2 Frame Markers
6.3.3 Endophoric markers
6.3.4 Evidential Markers
6.3.5 Code Glosses
6.4 Interactional Metadiscourse in Mental Space Blending
6.4.1 Engagement Markers
6.4.2 Boosters
6.4.3 Relational Markers
6.4.4 Attitude Markers
6.4.5 Hedge Markers
6.5 Summary
Chapter Seven Conclusion
7.1 Conclusion
7.2 Significance of the Study
7.3 Limitations of the Study
7.4 Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Acknowledgements
在学期间公开发表论文及著作情况
【参考文献】：
期刊论文
[1]审美与主体间性的“越界”——关于主体间性若干问题的争议与讨论[J]. 杨春时,张海涛. 厦门大学学报(哲学社会科学版). 2010(01)
[2]《词与思维——次句式、省略与语言哲学》评介[J]. 成晓光. 外语教学与研究. 2009(04)
[3]语言行为“说”与语言层次观[J]. 娄琦,张威. 外语学刊. 2009(02)
[4]功能性言语研究阐发[J]. 姜晖,成晓光. 东北师大学报(哲学社会科学版). 2009(01)
[5]语言哲学视域中主体性和主体间性的建构[J]. 成晓光. 外语学刊. 2009(01)
[6]心理空间与概念整合:理论发展及其应用[J]. 张辉,杨波. 解放军外国语学院学报. 2008(01)
[7]微型学术讲座中元话语的关联阐释[J]. 胡春华. 西安外国语大学学报. 2007(04)
[8]结构主义语言学的整体观[J]. 娄琦,梁中贤,成晓光. 国外理论动态. 2007(08)
[9]书写的语言文化分析[J]. 娄琦,成晓光,梁中贤. 国外理论动态. 2007(07)
[10]元话语使用在大学英语议论文写作中的实证研究[J]. 刘川. 河北科技师范学院学报(社会科学版). 2007(01)
博士论文
[1]英语科研论文中的言据性[D]. 杨林秀.厦门大学 2009
[2]汉语元话语标记研究[D]. 李秀明.复旦大学 2006
[3]英语元话语的人际—修辞功能多角度研究[D]. 高健.上海外国语大学 2005
[4]语句中的说话人形象[D]. 李洪儒.黑龙江大学 2003
[5]多维视野中的主体间性理论形态考辨[D]. 王晓东.黑龙江大学 2002
本文编号：3284573
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