語言的評價系統(tǒng)是系統(tǒng)功能語言學(xué)的一個延伸和發(fā)展,是進(jìn)行話語分析研究、實現(xiàn)人際意義的重要手段。評價理論在語篇語義學(xué)層面進(jìn)行人際意義的表達(dá),包含態(tài)度系統(tǒng)、介入系統(tǒng)和級差系統(tǒng)。政治演講是演講者在政治活動中用來表明政治立場、宣傳政治主張、影響民眾的一種公眾演講。在國內(nèi)外的政治活動中,政治演講發(fā)揮著重要的作用。然而,由于不同國家在文化、價值觀、政治立場等方面有差異,政治演講中的評價資源在語篇語義學(xué)層面上的人際意義也有所不同。以往的學(xué)者研究主要集中在語言策略、批判性話語分析和認(rèn)知的角度,以評價理論為理論框架來研究政治演講尚為數(shù)不多,借助廣泛語料的漢英語篇的對比分析更少。本研究采用定性和定量相結(jié)合的研究方法,以國家高級領(lǐng)導(dǎo)人的中英政治演講語篇為語料,以評價理論為框架,探究中英兩種語料中的評價資源使用的差異。本研究主要解決以下問題:1.漢英政治演講在評價資源的使用上有什么差異?2.漢英政治演講中產(chǎn)生上述使用差異的原因有哪些?研究結(jié)果表明,在評價理論的三個子系統(tǒng)中,漢英政治演講中態(tài)度資源使用頻率都最高。在態(tài)度子系統(tǒng)中,漢語政治演講更多使用情感資源,而英語政治演講更多使用判斷資源。在介入子系統(tǒng)中,英語政治...

【文章頁數(shù)】：71 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Study
2 Literature Review
    2.1 A General Introduction to Appraisal Theory
        2.1.1 The Development of Appraisal Theory
        2.1.2 Attitude Subsystem
        2.1.3 Engagement Subsystem
        2.1.4 Graduation Subsystem
    2.2 Previous Studies on Political Speeches
        2.2.1 Relative Studies Abroad
        2.2.2 Relative Studies at Home
    2.3 Previous Studies on the Application of Appraisal Theory into Discourse Analysis
        2.3.1 Relative Studies Abroad
        2.3.2 Relative Studies at Home
    2.4 Achievements and Limitations of the Previous Studies
3 Methodology of the Study
    3.1 Questions of the Study
    3.2 Data Collection
    3.3 Proceduresof the Study
4 Contrastive Analysis of Appraisal Resources in Chinese and English Political Speech
    4.1 Contrastive Analysis of Appraisal Resources
    4.2 Contrastive Analysis of Attitude Resources
        4.2.1 An Overall Contrastive Analysis of Attitude Resources
        4.2.2 An OverallContrastive Analysis of Affect Resources
        4.2.3 An Overall Contrastive Analysis of Judgement Resources
        4.2.4 An Overall Contrastive Analysis of Appreciation Resources
    4.3 Contrastive Analysis of Engagement Resources
        4.3.1 An Overall Contrastive Analysis of Engagement Resources
        4.3.2 An Overall Contrastive Analysis of Dialogic Expansion Resources
        4.3.3 An Overall Contrastive Analysis of Dialogic Contraction Resources
    4.4 Contrastive Analysis of Graduation Resources
        4.4.1 An Overall Contrastive Analysis of Graduation Resources
        4.4.2 An Overall Contrastive Analysis of Force Resources
        4.4.3 An Overall Contrastive Analysis of Focus Resources
5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Present Study
    5.4 Suggestions for Future Studies
References
Acknowledgements



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