中美大學生英語演講言據性對比分析
發(fā)布時間：2018-10-04 19:16
【摘要】：公共演講在社會生活中扮演著重要的角色。在政治領域,它是領導權的一種體現(xiàn)形式。在個體生活中,它能帶給人一種滿足感,幫助個體樹立自信。英語公共演講盛行于國內外,能在學業(yè)、職業(yè)和社會交往等層面使大學生廣為受益。英語公共演講尤其有助于促進中國大學生的的英語學習。早在20世紀初,言據性就被視為一種語言現(xiàn)象來進行研究。20世紀80年代,國外言據性研究取得了顯著的進步。國內的言據性研究始于20世紀90年代,如今的發(fā)展仍處于起步階段,需要很大的完善。針對英語公共演講,許多學者早前就從諸多角度做過研究,但迄今為止少有人從言據性角度做過探討。對英語演講而言,言據性是不可或缺的,因為它可以表明演講中證據的類型,使其更具信服力。因此,對英語公共演講中的言據性進行研究很有必要。本論文針對中美大學生英語演講中的言據性進行了對比分析。本論文采用言據性的廣義定義和廣義分類作為理論框架。廣義上的言據性能夠表達信息來源及講話者對信息可信度所承擔的責任�；诤鷫痒雽hafe言據性理論的修正,本研究將言據性分為六類:信念(文化證據),歸納(感官證據),傳聞(言語證據),演繹(假設證據),信度和預期。言據性特征的對比分析意在為中國的英語演講教學和演講表達提供指導借鑒。通過定量方法和定性方法的結合,本文主要闡明以下問題:(i)中美大學生英語演講中據素的總體使用頻率是多少?(ii)兩種語料中據素分布類型有哪些?(iii)兩種語料中據素使用有何異同?(iv)英語演講中使用的據素反映了什么語篇特征?本研究收集了20篇中國大學生的英語演講,語料來自“外研社杯”英語演講大賽,也收集了20篇美國大學生的英語演講,語料來自《美國大學生英語演講點評》。統(tǒng)計分析結果表明據素密集分布于中美大學生英語演講,但中國大學生的據素使用頻率略高于美國大學生。在兩種語料中六類言據性的分布都不均衡。預期和演繹據素占主體,傳聞、歸納和信度據素居中,信念據素使用最少。兩國大學生英語演講據素分布的差異可以歸因為演講者的英語能力,思維模式差異及文化差異。言據性的使用能夠體現(xiàn)英語演講的兩個顯著語篇特征:可信性和交互性。言據性的對比研究具有重大意義,它是把言據性應用到實用語篇的一次實踐。該研究有望培養(yǎng)英語學習者的言據性意識,并為中國的英語演講教學和演講表達帶來啟示。
[Abstract]:Public speaking plays an important role in social life. In politics, it is a form of leadership. In the individual life, it can bring a kind of satisfaction, help the individual to build self-confidence. English public speaking is popular at home and abroad and can benefit college students in academic, professional and social communication. English public speaking is especially helpful to promote the English learning of Chinese college students. As early as the beginning of the 20th century, discourse was regarded as a linguistic phenomenon to study. The research of textual evidence in China began in 1990's, and its development is still in its infancy and needs great perfection. Many scholars have done many researches on public speaking in English earlier, but so far few have discussed it from the point of view of substantiation. For English speaking, verbality is indispensable because it can indicate the type of evidence in the speech and make it more convincing. Therefore, it is necessary to study the evidential nature of English public speaking. This thesis makes a contrastive analysis of English speech of Chinese and American college students. This thesis uses the generalized definition and classification of positivity as the theoretical framework. Broadly speaking, it can express the source of information and the responsibility of the speaker for the credibility of the information. Based on Hu Zhuanglin's revision of Chafe's theory of substantiality, the present study classifies verbal nature into six categories: belief (cultural evidence), inductive (sensory evidence), hearsay (verbal evidence), deductive (hypothetical evidence), reliability and expectation. The contrastive analysis of verbal characteristics is intended to provide guidance for the teaching and expression of English speech in China. Through the combination of quantitative and qualitative methods, this paper mainly expounds the following questions: what is the overall frequency of the use of elements in: (i) Chinese and American college students' English speeches? What are the distribution types of primes in the (ii) data? What are the similarities and differences in the use of primes in the two (iii) corpora? What textual features do the elements used in (iv) 's English speeches reflect? The present study collected 20 English speeches of Chinese college students from the Foreign Institute Cup English speaking contest and 20 American college students' English speeches. The data were collected from the Review of American College students' English speech. The results of statistical analysis show that Chinese college students are more frequently used than American students in English speaking. In the two kinds of corpus, the distribution of six categories of verbal evidences is not balanced. Anticipatory and deductive primes occupy the main body, hearsay, induction and reliability as prime centers, and belief as the least used. The differences in the distribution of elements in English speaking between the two countries can be attributed to the speakers' English ability, thinking patterns and cultural differences. The use of textual evidence can reflect the two salient features of English speech: credibility and interactivity. The contrastive study of textual evidence is of great significance, and it is a practice of applying it to practical discourse. It is hoped that this study will cultivate the verbal awareness of English learners and bring enlightenment to the teaching and expression of English speech in China.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H313;H136
本文編號：2251553
[Abstract]:Public speaking plays an important role in social life. In politics, it is a form of leadership. In the individual life, it can bring a kind of satisfaction, help the individual to build self-confidence. English public speaking is popular at home and abroad and can benefit college students in academic, professional and social communication. English public speaking is especially helpful to promote the English learning of Chinese college students. As early as the beginning of the 20th century, discourse was regarded as a linguistic phenomenon to study. The research of textual evidence in China began in 1990's, and its development is still in its infancy and needs great perfection. Many scholars have done many researches on public speaking in English earlier, but so far few have discussed it from the point of view of substantiation. For English speaking, verbality is indispensable because it can indicate the type of evidence in the speech and make it more convincing. Therefore, it is necessary to study the evidential nature of English public speaking. This thesis makes a contrastive analysis of English speech of Chinese and American college students. This thesis uses the generalized definition and classification of positivity as the theoretical framework. Broadly speaking, it can express the source of information and the responsibility of the speaker for the credibility of the information. Based on Hu Zhuanglin's revision of Chafe's theory of substantiality, the present study classifies verbal nature into six categories: belief (cultural evidence), inductive (sensory evidence), hearsay (verbal evidence), deductive (hypothetical evidence), reliability and expectation. The contrastive analysis of verbal characteristics is intended to provide guidance for the teaching and expression of English speech in China. Through the combination of quantitative and qualitative methods, this paper mainly expounds the following questions: what is the overall frequency of the use of elements in: (i) Chinese and American college students' English speeches? What are the distribution types of primes in the (ii) data? What are the similarities and differences in the use of primes in the two (iii) corpora? What textual features do the elements used in (iv) 's English speeches reflect? The present study collected 20 English speeches of Chinese college students from the Foreign Institute Cup English speaking contest and 20 American college students' English speeches. The data were collected from the Review of American College students' English speech. The results of statistical analysis show that Chinese college students are more frequently used than American students in English speaking. In the two kinds of corpus, the distribution of six categories of verbal evidences is not balanced. Anticipatory and deductive primes occupy the main body, hearsay, induction and reliability as prime centers, and belief as the least used. The differences in the distribution of elements in English speaking between the two countries can be attributed to the speakers' English ability, thinking patterns and cultural differences. The use of textual evidence can reflect the two salient features of English speech: credibility and interactivity. The contrastive study of textual evidence is of great significance, and it is a practice of applying it to practical discourse. It is hoped that this study will cultivate the verbal awareness of English learners and bring enlightenment to the teaching and expression of English speech in China.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H313;H136
【參考文獻】
相關期刊論文 前10條
1 水無砥;紀永娟;;英漢語言學學術語篇言據性對比研究[J];重慶郵電大學學報(社會科學版);2015年01期
2 陳征;;基于言據性的語篇可信性語用分析[J];當代外語研究;2014年04期
3 崔林;成曉光;;言據性動因的多維理論[J];外國問題研究;2014年01期
4 陳劍虹;;英漢廣告語篇言據性類型學研究[J];語文學刊(外語教育教學);2013年11期
5 楊林秀;;國內言據性研究:現(xiàn)狀與展望[J];山西大學學報(哲學社會科學版);2013年06期
6 房紅梅;方偉琴;;言據性的人際功能闡析[J];蘇州教育學院學報;2012年03期
7 王國鳳;喻旭燕;;漢英新聞語篇言據性類型學研究[J];西安外國語大學學報;2011年02期
8 魯修紅;黃晨晨;;中國大學生英語演講中的語塊使用特點研究[J];語文學刊(外語教育與教學);2010年11期
9 王天華;;論言據性的語義范圍[J];外語學刊;2010年01期
10 房紅梅;馬玉蕾;;言據性·主觀性·主觀化[J];外語學刊;2008年04期
，本文編號：2251553
本文鏈接：http://www.sikaile.net/wenyilunwen/yuyanyishu/2251553.html
