本文選題：TED激勵類演講 + 語用預(yù)設(shè)��； 參考：《東北農(nóng)業(yè)大學(xué)》2017年碩士論文

【摘要】：TED演講出現(xiàn)以來吸引許多聽眾,其成功的激勵效果引發(fā)了語言研究者的廣泛關(guān)注以及多種維度的研究。本研究聚焦于語用預(yù)設(shè)的評價功能探索,借鑒了萊文森的語用預(yù)設(shè)及預(yù)設(shè)觸發(fā)語理論、馬丁的評價理論等相關(guān)理論,構(gòu)建適切的理論模型,分別從顯性和隱性兩個層面對TED激勵類演講中的語用預(yù)設(shè)評價功能進行研究。顯性語用預(yù)設(shè)由特定的觸發(fā)語以及特定語言結(jié)構(gòu)所激發(fā)。隱性語用預(yù)設(shè)則具有隱蔽性,無明顯的觸發(fā)機制,但可作為評價資源實現(xiàn)評價功能。語用預(yù)設(shè)的特點與評價理論三個子系統(tǒng)的契合度很高,為使語用預(yù)設(shè)的評價功能研究更深入,本研究選取了30篇TED激勵類演講語篇為語料,在研究方法上采用定性研究與定量研究相結(jié)合,并針對兩類語用預(yù)設(shè)如何實現(xiàn)評價功能采用了對比分析的研究方法,以期在剖析顯性語用預(yù)設(shè)和隱性語用預(yù)設(shè)之間關(guān)系的基礎(chǔ)上探究演講中顯性和隱性語用預(yù)設(shè)可實現(xiàn)何種評價功能。首先,通過數(shù)據(jù)的收集和分析發(fā)現(xiàn),在TED激勵類演講中,雖然顯性預(yù)設(shè)的總量多于隱性預(yù)設(shè),但兩類語用預(yù)設(shè)中能夠?qū)崿F(xiàn)評價功能的絕對數(shù)量并未見較大差距。能實現(xiàn)評價功能的顯性預(yù)設(shè)僅占其總數(shù)量的39.37%,能實現(xiàn)評價功能的隱性預(yù)設(shè)占其總數(shù)量的90.11%。其次,通過線性回歸分析可見顯性句法層語用預(yù)設(shè)、顯性音系層語用預(yù)設(shè)以及隱性句法層語用預(yù)設(shè)對顯、隱性詞匯層語用預(yù)設(shè)呈正相關(guān)。顯隱性語用預(yù)設(shè)相互作用產(chǎn)生評價功能,顯性預(yù)設(shè)為隱性預(yù)設(shè)的存在提供條件,隱性預(yù)設(shè)的評價功能堆積產(chǎn)生顯性評價功能,評價功能主要通過顯隱性預(yù)設(shè)的詞匯層面實現(xiàn)。最后,在預(yù)設(shè)實現(xiàn)的三種評價功能中,介入多于態(tài)度,級差最少。在預(yù)設(shè)實現(xiàn)的介入功能中會話擴張多于會話收縮。實現(xiàn)介入功能的預(yù)設(shè)有3695個,其中會話緊縮1318個,占35.67%,會話擴展功能的有2377個,占64.33%。實現(xiàn)態(tài)度功能的預(yù)設(shè)有3102個,其中情感功能661個,占21.31%,判斷功能981個,31.62%,鑒賞功能1460個,占47.07%.實現(xiàn)級差功能的預(yù)設(shè)最少,有2505個,其中語勢功能1511個,占60.32%,聚焦功能994個,占39.68%。三種功能的數(shù)量順序如下:介入態(tài)度級差。在介入功能中,對話擴展對話緊縮。在態(tài)度功能中,鑒賞判斷情感。在級差功能中,語勢聚焦。本文的研究結(jié)果不但充實了經(jīng)典預(yù)設(shè)理論模型,而且將預(yù)設(shè)理論的應(yīng)用研究擴展到了演講領(lǐng)域,為演講中的預(yù)設(shè)研究提供了理論基礎(chǔ)。本研究結(jié)果有助于演說者通過合理地利用顯性或隱性預(yù)設(shè)來實現(xiàn)主觀介入、態(tài)度和級差等評價功能,以增強演講的渲染力和可信度。此外,讀者和聽眾也可通過解讀語用預(yù)設(shè)的評價功能,從而更好地理解演說者的言外之意。
[Abstract]:TEDTalk has attracted many listeners since its emergence, and its successful motivational effect has attracted wide attention of language researchers and many dimensions of research. This study focuses on the evaluation function of pragmatic presupposition, and draws lessons from Levinson's pragmatic presupposition and presupposition trigger theory, Martin's evaluation theory and so on, and constructs an appropriate theoretical model. This paper studies the evaluation function of pragmatic presupposition in TED-based motivational talks from both explicit and implicit levels. Explicit pragmatic presupposition is inspired by specific triggers and specific linguistic structures. Implicit pragmatic presupposition is hidden and has no obvious trigger mechanism, but it can be used as evaluation resource to realize evaluation function. The characteristics of pragmatic presupposition and the three subsystems of evaluation theory have a high degree of agreement. In order to deepen the research on the evaluation function of pragmatic presupposition, 30 TED-based speech texts are selected as the corpus. The qualitative and quantitative studies are combined in the research methods, and the comparative analysis is used to study how the two kinds of pragmatic presupposition can realize the evaluation function. On the basis of analyzing the relationship between explicit pragmatic presupposition and implicit pragmatic presupposition, this paper explores the evaluation function of explicit and implicit pragmatic presupposition in speech. Firstly, through the data collection and analysis, it is found that although the total number of explicit presuppositions is more than that of implicit presuppositions in TED incentive talks, there is no big gap in the absolute number of the two kinds of pragmatic presuppositions that can achieve the evaluation function. The explicit presupposition which can realize the evaluation function only accounts for 39.37% of the total number, and the recessive presupposition which can realize the evaluation function accounts for 90.11% of the total number. Secondly, the linear regression analysis shows that there is a positive correlation between the explicit pragmatic presupposition at the syntactic level, the pragmatic presupposition at the dominant phonological level and the implicit pragmatic presupposition at the implicit syntactic level. Explicit implicit pragmatic presupposition interaction produces evaluation function, explicit presupposition provides conditions for the existence of implicit presupposition, and implicit presupposition accumulates to produce dominant evaluation function, which is mainly realized through explicit implicit presupposition lexical level. Finally, among the three evaluation functions, intervention is more than attitude, and the difference is the least. In the preset implementation of intervention function, the expansion of the session is more than the contraction of the session. The presupposition of interventional function is 3695, of which 1318 are session contraction (35.67g), and 2377 (64.3333) are session expansion. There are 3102 presuppositions to realize attitude function, of which 661 are affective function (21.31), 981 are judgment function (31.62), and 1460 (47.07) are appreciation function. The presupposition of realizing the differential function is the least, there are 2505, of which 1511 (60.32) are potential functions, 994 (39.68) are focused functions. The quantitative order of the three functions is as follows: intervention attitude difference. In the intervention function, the dialogue expands the dialogue contraction. In the function of attitude, appreciation judges emotion. In the differential function, the potential focus. The results of this paper not only enrich the classical presupposition theoretical model, but also extend the applied research of presupposition theory to the field of speech, which provides a theoretical basis for the presupposition research in speech. The results of this study are helpful for the speaker to make use of explicit or implicit presupposition to realize the evaluation functions of subjective intervention attitude and level difference so as to enhance the rendering power and credibility of the speech. In addition, readers and listeners can also interpret the evaluation function of pragmatic presupposition so as to better understand the speaker's implication.
【學(xué)位授予單位】：東北農(nóng)業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H313

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