本研究在架構(gòu)理論和批評(píng)隱喻分析的基礎(chǔ)上構(gòu)建出批評(píng)架構(gòu)分析框架,對(duì)中、美高校開(kāi)學(xué)典禮校長(zhǎng)致辭中隱喻性架構(gòu)進(jìn)行分析。本文旨在闡釋受眾理解和接受語(yǔ)言的認(rèn)知機(jī)制,關(guān)注教育語(yǔ)篇背后的觀念、意識(shí)以及社會(huì)理念的構(gòu)建過(guò)程。本文根據(jù)2019QS世界大學(xué)排名情況,選擇排行靠前的中、美各5所高校2015-2019年間校長(zhǎng)在開(kāi)學(xué)典禮上的致辭,共計(jì)50篇。本研究按以下三個(gè)步驟對(duì)文本進(jìn)行分析:架構(gòu)識(shí)別、架構(gòu)分析、架構(gòu)闡釋。本研究在宏觀層面上強(qiáng)調(diào)觀念意識(shí)和社會(huì)文化的作用,在微觀層面上強(qiáng)調(diào)受眾對(duì)話語(yǔ)的認(rèn)知過(guò)程。研究表明,中、美高校開(kāi)學(xué)典禮校長(zhǎng)致辭中均出現(xiàn)旅程架構(gòu)、園藝架構(gòu)和商業(yè)架構(gòu)。旅程架構(gòu)在兩方語(yǔ)料占比最大,強(qiáng)調(diào)教師在教育過(guò)程中的引領(lǐng)和指導(dǎo)作用。園藝架構(gòu)在中方語(yǔ)料中出現(xiàn)的頻率遠(yuǎn)高于在美方語(yǔ)料中出現(xiàn)的頻率,既體現(xiàn)了教師培養(yǎng)的重要性,又強(qiáng)調(diào)學(xué)生主動(dòng)學(xué)習(xí)的必要性。根本原因是在中國(guó)教育史上,常以“桃李”比喻為學(xué)生,以“園丁”比喻教師。商業(yè)架構(gòu)剖析了教育商業(yè)化的過(guò)程,各高校校長(zhǎng)致辭中明確對(duì)高等教育商業(yè)化持反對(duì)態(tài)度。賦能架構(gòu)、行軍架構(gòu)和舞臺(tái)架構(gòu)為中方語(yǔ)料特有架構(gòu)。賦能架構(gòu)體現(xiàn)了學(xué)生自主意識(shí)的覺(jué)醒,同時(shí)呼吁高校通過(guò)教育賦能的重要... 

【文章來(lái)源】：吉林大學(xué)吉林省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：240 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
內(nèi)容提要
Synopsis
摘要
Abstract
Introduction
Chapter One Literature Review
    1.1 Previous Studies on Conceptualization
        1.1.1 The Cognitive Basis of Conceptualization
        1.1.2 Studies on Conceptualization of Semantic Structure
        1.1.3 Studies on Conceptualization of Event Relations
    1.2 Previous Studies on University Presidents’Messages
        1.2.1 Studies from Linguistic Perspective
        1.2.2 Studies from Social Perspective
    1.3 Comments on Previous Studies
Chapter Two Theoretical Model and Research Methodology
    2.1 Theoretical Model
        2.1.1 Framing Theory as Foundation
        2.1.2 Critical Metaphor Analysis as Foundation
        2.1.3 Generation of Critical Framing Model
    2.2 Research Methodology
        2.2.1 Research Questions
        2.2.2 Data Collection
        2.2.3 Research Instruments
        2.2.4 Research Procedures
Chapter Three Metaphorical Frames in the Conceptualization of Higher Education and Their Motivations
    3.1 Metaphorical Frames in the Conceptualization of Chinese University President Convocation Speeches and Their Motivations
        3.1.1 JOURNEY Frame and Motivations
        3.1.2 GARDENING Frame and Motivations
        3.1.3 EMPOWERMENT Frame and Motivations
        3.1.4 MARCH Frame and Motivations
        3.1.5 STAGE Frame and Motivations
    3.2 Metaphorical Frames in the Conceptualization of American University President Convocation Speeches and Their Motivations
        3.2.1 JOURNEY Frame and Motivations
        3.2.2 COMMUNITY Frame and Motivations
        3.2.3 BUILDING Frame and Motivations
        3.2.4 WAR Frame and Motivations
        3.2.5 COMMERCE Frame and Motivations
    3.3 Summary
Chapter Four Similarities and Differences Between Metaphorical Frames in Chinese and American President Speeches and Their Causes
    4.1 Similarities in Metaphorical Frames and Their Causes
        4.1.1 JOURNEY Frame in the Two Corpora
        4.1.2 COMMERCE Frame in the Two Corpora
    4.2 Differences in Metaphorical Frames and Their Causes
        4.2.1 GARDENING Frame in the Two Corpora
        4.2.2 MARCH Frame in Chinese Corpus and WAR Frame in American Corpus
        4.2.3 EMPOWERMENT Frame in Chinese Corpus and BUILDING Frame in American Corpus
        4.2.4 STAGE Frame in Chinese Corpus
        4.2.5 COMMUNITY Frame in American Corpus
    4.3 Summary
Conclusion
References
Appendix Examples in Chinese and American President Convocation Speeches
作者簡(jiǎn)介及科研成果
Acknowledgements


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期刊論文
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碩士論文
[1]美國(guó)高校校長(zhǎng)畢業(yè)典禮致辭中的模糊限制語(yǔ)分析[D]. 劉博.西安外國(guó)語(yǔ)大學(xué) 2018
[2]篇章語(yǔ)言學(xué)視角下的中德兩國(guó)大學(xué)校長(zhǎng)開(kāi)學(xué)典禮致辭的對(duì)比研究[D]. 李旭紋.廣東外語(yǔ)外貿(mào)大學(xué) 2018



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