發(fā)布時(shí)間：2023-04-02 02:11

　　畢業(yè)典禮標(biāo)志著畢業(yè)生完成學(xué)業(yè),即將離開(kāi)校園。大學(xué)校長(zhǎng)畢業(yè)致辭是畢業(yè)典禮的重要組成部分,是大學(xué)生在校的“最后一課”,對(duì)畢業(yè)生有著非凡的意義。每逢畢業(yè)季,大學(xué)校長(zhǎng)畢業(yè)致辭往往“金句百出”,成為討論一時(shí)的社會(huì)熱點(diǎn)。語(yǔ)用身份指特定的社會(huì)身份在語(yǔ)言交際中的實(shí)際運(yùn)用和體現(xiàn),具有突出的交際屬性。說(shuō)話人可根據(jù)交際對(duì)象和所處的交際情境隨時(shí)調(diào)整自己的語(yǔ)用身份來(lái)達(dá)到交際目的。本文采用定量、定性結(jié)合的研究方法,搜集2012年—2018年中美大學(xué)畢業(yè)典禮校長(zhǎng)致辭各50篇,建立語(yǔ)料庫(kù)。利用AntConc3.5.8中的關(guān)鍵詞檢索功能,生成了中美畢業(yè)典禮致辭的搭配詞表和關(guān)鍵詞表,在將身份視作語(yǔ)用資源的指導(dǎo)下,以“語(yǔ)用身份建構(gòu)的語(yǔ)言表征”為分析模型,對(duì)中美畢業(yè)典禮致辭中的人稱代詞、關(guān)鍵詞、稱呼語(yǔ)、新詞和即時(shí)性詞匯進(jìn)行檢索和分析,以揭示畢業(yè)典禮致辭語(yǔ)篇中的語(yǔ)用身份建構(gòu)。通過(guò)對(duì)語(yǔ)料的分析,本文發(fā)現(xiàn):畢業(yè)典禮致辭語(yǔ)篇主要以祝福、鼓勵(lì)和教育畢業(yè)生為目的,大學(xué)校長(zhǎng)通過(guò)在致辭中建構(gòu)動(dòng)態(tài)的語(yǔ)用身份來(lái)實(shí)現(xiàn)上述目的。在美國(guó)畢業(yè)典禮致辭中,大學(xué)校長(zhǎng)通過(guò)運(yùn)用正式的人稱代詞、稱呼語(yǔ),以個(gè)人對(duì)世界的貢獻(xiàn)和高等教育對(duì)個(gè)人的重要性為主題,通過(guò)問(wèn)題導(dǎo)...

【文章頁(yè)數(shù)】：52 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Definitions of the Keywords
    1.2 Research Background
    1.3 Research Questions
    1.4 Outline of the Thesis
2 Literature Review
    2.1 Previous Studies on Commencement Rituals
    2.2 Previous Studies on Commencement Addresses
        2.2.1 Previous Studies on Commencement Addresses at Home
        2.2.2 Previous Studies on Commencement Addresses Abroad
    2.3 Previous Studies on Pragmatic Identity
        2.3.1 Previous Studies on Pragmatic Identity at Home
        2.3.2 Previous Studies on Pragmatic Identity Abroad
3 Theoretical Framework and Research Methodology
    3.1 Theoretical Framework
        3.1.1 Identity:From Essentialism to Social Constructionism
        3.1.2 Pragmatic Identity
        3.1.3 Linguistic Representations of Pragmatic Identity Construction
    3.2 Research Methodology
        3.2.1 Data Collection
        3.2.2 Analytical Tools
4 Analysis of ACA and CCA
    4.1 Personal Pronouns in ACA and CCA
        4.1.1 Frequency
        4.1.2 References
        4.1.3 Verbal Collocations of“you/你們”
        4.1.4 Construction of Pragmatic Identity via Personal Pronouns
    4.2 Keywords in ACA and CCA
        4.2.1 Keyword Lists
        4.2.2 Analysis of Keywords
        4.2.3 Comparison of the Top50 Keywords
        4.2.4 Construction of Pragmatic Identity via Keywords
    4.3 Terms of Addressing Graduates and Neologisms in ACA and CCA
        4.3.1 General Terms
        4.3.2 Title Terms
        4.3.3 Endearment Terms
        4.3.4 Specific Terms
        4.3.5 Neologisms
        4.3.6 Construction of Pragmatic Identity via Addressing Terms andNeologisms
    4.4 Terms about Contemporary Issues in ACA and CCA
        4.4.1 Terms about Contemporary Issues in ACA
        4.4.2 Terms about Contemporary Issues in CCA
        4.4.3 Construction of Pragmatic Identity via Terms about ContemporaryIssues
5 Conclusion
    5.1 Major Findings
    5.2 Limitations and Suggestions for Future Studies
References
Appendix A List of ACA
Appendix B List of CCA
攻讀碩士學(xué)位期間發(fā)表學(xué)術(shù)論文情況
Acknowledgements



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