本文選題：及物性 + 六個(gè)過(guò)程��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：系統(tǒng)功能語(yǔ)法分為三大元功能:概念功能,人際功能和語(yǔ)篇功能。而及物系統(tǒng)是實(shí)現(xiàn)概念功能的手段之一。許多學(xué)者都將其用于分析文學(xué)語(yǔ)篇中,比如迪爾德麗(1982:195-214)從及物系統(tǒng)角度分析了小說(shuō)《鐘形罩》,揭示了及物系統(tǒng)可以有效分析文本背后的權(quán)力關(guān)系;申丹(2006:4-10)則是選取了休斯的《在路上》作為語(yǔ)料,從及物性系統(tǒng)的角度來(lái)分析該小說(shuō)的文體特征,并證明及物系統(tǒng)有助于揭示隱含作者與真實(shí)作者之間的復(fù)雜關(guān)系。但是運(yùn)用及物系統(tǒng)分析兒童文學(xué)中的人物心理的研究還較少涉及。因此,本文在該方向做了嘗試性研究,旨在從及物系統(tǒng)的角度去揭示《愛(ài)麗絲夢(mèng)游仙境》中主人公的心理變化�！稅�(ài)麗絲夢(mèng)游仙境》的作者劉易斯·卡羅爾是英國(guó)著名的童話作家,數(shù)學(xué)家和邏輯學(xué)家;該小說(shuō)是其代表作品之一。該書(shū)講述的是小姑娘愛(ài)麗絲從兔子洞進(jìn)入到一個(gè)神奇的國(guó)度后遇到了許多生物并且經(jīng)歷了許多奇妙的冒險(xiǎn);在探險(xiǎn)的同時(shí),她也不斷地認(rèn)識(shí)自我,不斷成長(zhǎng)。本文根據(jù)故事情節(jié)的發(fā)展選擇了與主人公愛(ài)麗絲相關(guān)的小句,并將選擇的小句分為三個(gè)階段:困惑期、轉(zhuǎn)變期和成熟期;對(duì)不同階段的小句按及物系統(tǒng)的六個(gè)“過(guò)程”分類進(jìn)行分析,并對(duì)三個(gè)研究問(wèn)題做出回答:(1)在三個(gè)不同的階段各過(guò)程的小句分布有什么不同?(2)這種不同揭示了主人公的哪些心理變化?本研究有以下的發(fā)現(xiàn):(1)在這三個(gè)不同的階段,小句的六個(gè)“過(guò)程”的分布情況各有不同。物質(zhì)過(guò)程,關(guān)系過(guò)程,行為過(guò)程和存在過(guò)程的比重在這三個(gè)階段并無(wú)明顯變化。而不同主要集中在心理過(guò)程和言語(yǔ)過(guò)程上。心理過(guò)程的小句在這三個(gè)階段呈現(xiàn)遞減的分布,這反映出主人公愛(ài)麗絲內(nèi)心的糾結(jié)困惑在逐漸減少,而對(duì)于自我的肯定卻不斷增加。相對(duì)比,言語(yǔ)過(guò)程的小句在這三個(gè)階段中是呈現(xiàn)一種明顯增加的分布,尤其是在轉(zhuǎn)變期;這反映出主人公愛(ài)麗絲在探險(xiǎn)的過(guò)程中越來(lái)越敢于表達(dá)自己的想法,越來(lái)越自信和勇敢。(2)主人公愛(ài)麗絲的心理成長(zhǎng)主要體現(xiàn)在四個(gè)方面:一是在自我的認(rèn)知方面,對(duì)于回答我是誰(shuí)這個(gè)問(wèn)題,愛(ài)麗絲從困惑迷茫轉(zhuǎn)變成明確堅(jiān)定。二是思維能力方面,愛(ài)麗絲從盲目地服從轉(zhuǎn)變?yōu)楠?dú)立思考,并勇于反抗無(wú)理的命令。三是在應(yīng)急應(yīng)變能力方面,她從一開(kāi)始的手足無(wú)措、哇哇大哭轉(zhuǎn)變?yōu)槔潇o應(yīng)對(duì)、機(jī)智處理。四是在人際溝通能力上愛(ài)麗絲有個(gè)一個(gè)明顯的進(jìn)步�？傊�,通過(guò)對(duì)《愛(ài)麗絲夢(mèng)游仙境》中主人公內(nèi)心成長(zhǎng)的及物性分析不僅能拓寬及物性系統(tǒng)的研究方向,也可以為分析兒童文學(xué)提供新的視角。
[Abstract]:The systemic functional grammar is divided into three metafunctions: conceptual function, interpersonal function and textual function. Transitivity system is one of the means to realize the concept function. Many scholars have applied it to the analysis of literary discourse, such as Dildrich 1982: 195-214), which analyzes the novel Bell Shadow from the perspective of transitivity system, which reveals that transitivity system can effectively analyze the power relationship behind the text. On the other hand, the author chooses Hughes'"on the Road" as the corpus to analyze the stylistic features of the novel from the perspective of the transitivity system, and proves that the transitive system can help to reveal the complex relationship between the implied author and the real author. However, the study of the psychology of characters in children's literature by transitivity system is less involved. Therefore, this paper makes a tentative study in this direction. The purpose is to reveal the psychological changes of the protagonist in Alice in Wonderland from the perspective of transitivity system. Lewis Carroll, author of Alice in Wonderland, is a famous British fairy tale writer, mathematician and logician. The novel is one of its representative works. The book is about Alice the little girl after entering a magical country from the rabbit hole met many creatures and experienced many wonderful adventures; while exploring she also constantly knew herself and continued to grow. According to the development of the story, the article chooses the clauses related to Alice, and divides the selected clauses into three stages: confused period, transition period and mature stage; This paper analyzes clauses in different stages according to the six "processes" of transitive systems. What are the differences in the distribution of clauses in each process in three different stages? (2) what psychological changes does this difference reveal for the protagonist? In this study, the following findings are made: (1) in these three different stages, the distribution of the six "processes" of clauses varies. The proportion of physical process, relational process, behavioral process and existential process does not change significantly in these three stages. The difference is mainly in the psychological process and speech process. The distribution of the clauses in the psychological process is decreasing in these three stages, which reflects that Alice's inner confusion is gradually decreasing, while the affirmation of herself is increasing. In contrast, the clauses in the speech process show a marked increase in distribution in these three stages, especially during the transition period, which reflects Alice's growing courage to express her ideas during her adventures. More and more confident and brave, Alice's psychological growth is mainly reflected in four aspects: first, in the aspect of self-cognition, Alice has changed from bewilderment to certainty in answering the question of who I am. Second, the ability of thinking, Alice from blind obedience to independent thinking, and the courage to resist unreasonable orders. Third, in the emergency response capacity, she from the beginning of the bewilderment, crying into a calm response, resourceful handling. Fourth, Alice has made a significant improvement in her interpersonal skills. In a word, the analysis of the inner growth and transitivity of the protagonist in Alice in Wonderland not only broadens the research direction of the system of materiality, but also provides a new perspective for the analysis of children's literature.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H314.3

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