本文選題：概念隱喻 + 概念整合��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：國(guó)內(nèi)外研究發(fā)現(xiàn),研究者用批評(píng)隱喻理論分析的主要是政治類(lèi)和經(jīng)濟(jì)類(lèi)文本,對(duì)演講類(lèi)文本的批評(píng)隱喻分析并不多。作為眾多演講類(lèi)型中的一種,畢業(yè)典禮上的演講通常會(huì)對(duì)即將步入社會(huì)的年輕人的思想產(chǎn)生重要影響。因此對(duì)畢業(yè)典禮演講的批評(píng)隱喻分析能夠幫助讀者更好地理解演講者對(duì)于畢業(yè)生的期望和建議。論文分析了2016年美國(guó)常春藤大學(xué)畢業(yè)典禮上的演講。本文旨在回答以下問(wèn)題:1)畢業(yè)典禮演講中都使用了哪些概念隱喻?2)這些概念隱喻揭示了美國(guó)高等教育機(jī)構(gòu)盛行什么樣的價(jià)值和信仰?本文所用的理論是Christopher Hart提出的以社會(huì)認(rèn)知觀為基礎(chǔ)的批評(píng)隱喻分析理論。該理論在概念整合理論而不是概念隱喻理論的基礎(chǔ)上對(duì)演講文本進(jìn)行分析。論文主要對(duì)演講中的概念隱喻進(jìn)行分析。批評(píng)隱喻理論能夠?yàn)樽x者理解演講者潛在的態(tài)度、價(jià)值和信仰提供依據(jù)。論文中所用的31篇演講文本均來(lái)自美國(guó)八所常春藤大學(xué)的官方網(wǎng)站。分析之后,研究發(fā)現(xiàn)如下。演講中識(shí)別出的隱喻主要涉及三個(gè)主題,分別是:人生目標(biāo),大學(xué)教育和社會(huì)問(wèn)題及其解決方法。演講中使用次數(shù)比較多的概念隱喻有:“LIFE IS A JOURNEY”“LIFE IS A WAR”“LIFE IS A STORY”“IDEAS ARE VOICES”“KNOWING IS SEEING”。其他識(shí)別出的概念隱喻在結(jié)果和討論部分可以找到。需要指明的是,只有那些符合Charteris-Black(2004)用來(lái)定義概念隱喻的三個(gè)標(biāo)準(zhǔn)的隱喻被用來(lái)分析演講者的態(tài)度、價(jià)值和信仰。這三個(gè)標(biāo)準(zhǔn)分別是語(yǔ)言標(biāo)準(zhǔn)、語(yǔ)用標(biāo)準(zhǔn)和認(rèn)知標(biāo)準(zhǔn)。通過(guò)對(duì)所有識(shí)別出的概念隱喻進(jìn)行分析之后,演講者所傳達(dá)的思想可以從個(gè)人和社會(huì)兩個(gè)層面去總結(jié)。不同的演講者使用不同的隱喻來(lái)強(qiáng)調(diào)以上兩個(gè)層面的不同內(nèi)容。社會(huì)層面:美國(guó)社會(huì)存在各種各樣的社會(huì)問(wèn)題,比如種族主義,政治和宗教仇恨,等等。另外,社會(huì)媒體僅僅只關(guān)注當(dāng)下事件和信息,并且傾向于附和權(quán)威思想而不是推動(dòng)新思想的發(fā)展。人們傾向于鏟除和壓制不同與他們自己的思想,而不論別人的思想合理與否。其他一些演講者則用一些隱喻來(lái)勸導(dǎo)人們來(lái)解決各種問(wèn)題:畢業(yè)生們?cè)谶M(jìn)入社會(huì)之后要敢于向權(quán)威思想發(fā)出挑戰(zhàn),從而發(fā)現(xiàn)問(wèn)題并推動(dòng)知識(shí)的進(jìn)步和理解的增強(qiáng)。另外,在面對(duì)爭(zhēng)論和分歧時(shí),畢業(yè)生要努力找到共同點(diǎn)來(lái)有效地解決各種各樣的問(wèn)題。他們應(yīng)該更多地相互理解,相互合作,相互扶持,以一顆同情心去友好地對(duì)待那些與他們的想法與行為完全不同的人。此外,畢業(yè)生們要為知識(shí)和科學(xué)信息在世界范圍的傳播多做貢獻(xiàn)。個(gè)人層面:畢業(yè)之際,演講者希望畢業(yè)生能夠意識(shí)到擁有清晰的人生目標(biāo)和做出正確的人生選擇的重要性。畢業(yè)生應(yīng)該懂得挑戰(zhàn)和困難能夠幫助他們磨練自己的品格,并且能夠使他們更加的強(qiáng)壯和成熟。畢業(yè)生需要將自己的理想深深地扎根于社會(huì)現(xiàn)實(shí)。畢業(yè)之后,他們應(yīng)該繼續(xù)學(xué)習(xí)和探索未知的事物,從而使自己得到長(zhǎng)遠(yuǎn)的發(fā)展。他們也應(yīng)該從歷史中更多地去了解自己和他們的文化。步入社會(huì)之后,畢業(yè)生也不應(yīng)該忘記老師和其他人對(duì)他們的引導(dǎo)和支持。他們應(yīng)該盡可能多地與自己的追隨者分享他們自己的新思想和新觀點(diǎn),從而幫助這些追隨者取得更快更好的進(jìn)步。更為重要的是,畢業(yè)生應(yīng)該以自己的大學(xué)經(jīng)歷為榮并且要努力為自己的大學(xué)多做貢獻(xiàn)。
[Abstract]:Research at home and abroad has found that the main analysis of the theory of critical metaphor is political and economic texts, and there is not much analysis of the critical metaphorical analysis of the text of the speech. As one of the many types of speech, the commencement speech usually has an important influence on the thinking of the young people entering the society. The critical metaphorical analysis of the speech can help readers to better understand the speaker's expectations and suggestions for the graduates. The thesis analyzes the 2016 American ivy university graduation speech. This paper aims to answer the following questions: 1) what conceptual metaphors are used in the commencement speech? 2) these conceptual metaphors reveal American Higher Learning. What kind of values and beliefs prevails in educational institutions? The theory used in this article is a critical metaphor analysis theory based on the social cognition concept proposed by Christopher Hart. The theory analyses the speech text on the basis of conceptual integration theory rather than conceptual metaphor theory. The theory of critical metaphor can provide a basis for the reader's understanding of the speaker's potential attitude, value and belief. All 31 of the speech texts used in this paper are from the official website of the eight ivy university in the United States. After analysis, the study found that the metaphors identified in the speech mainly involve three themes, namely: life goals, college education "LIFE IS A JOURNEY", "LIFE IS A WAR", "LIFE IS A STORY", "LIFE IS A STORY", and other identified conceptual metaphors can be found in the results and discussion parts. Rteris-Black (2004) the three standard metaphors used to define conceptual metaphors are used to analyze the speakers' attitudes, values and beliefs. These three standards are language standards, pragmatic standards, and cognitive standards. By analyzing all the conceptual metaphors identified, the speakers' ideas can be conveyed from the two layers of the individual and the society. To sum up. Different speakers use different metaphors to emphasize the different content of the two levels. Social level: there are various social problems in American society, such as racism, political and religious hatred, and so on. In addition, social media only focuses on the present matter and information, and tends to be attached to the authority thought. It is to promote the development of new ideas. People tend to eradicate and suppress their own ideas, regardless of their own ideas. Other speakers use metaphors to persuade people to solve all kinds of problems: graduates dare to challenge power thinking after entering society, thus finding problems and promoting them. In addition, in the face of disputes and differences, graduates should try to find common ground to solve all kinds of problems effectively. They should understand each other more, cooperate with each other, support each other, and treat those who are completely different from their ideas and behavior with a sympathy. Graduates have to contribute more to the spread of knowledge and scientific information around the world. At the personal level, a speaker wants a graduate to realize the importance of having a clear goal and making the right choices for life. To make them stronger and mature. Graduates need to take their ideals deeply into social reality. After graduation, they should continue to learn and explore the unknown, so that they can develop in the long run. They should also learn more about themselves and their culture from history. We should not forget the guidance and support of teachers and others. They should share their own new ideas and ideas as much as possible with their followers, so as to help these followers to achieve faster and better progress. Universities make more contributions.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H315

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