發(fā)布時(shí)間：2021-07-14 17:25

　　功能性言語(yǔ)是客觀存在的語(yǔ)言現(xiàn)象,它源于基本言語(yǔ),同時(shí)又不同于基本言語(yǔ)。功能性言語(yǔ)具有區(qū)別于基本言語(yǔ)的人際意義,功能性言語(yǔ)表征說(shuō)話人的命題態(tài)度,是“關(guān)于言語(yǔ)的言語(yǔ)”。對(duì)于功能性言語(yǔ)的人際意義產(chǎn)生模式有著不同的解釋。長(zhǎng)期以來(lái),在功能性言語(yǔ)的意義研究上存在著各種不同的觀點(diǎn):其中一種是“功能說(shuō)”,認(rèn)為基本言語(yǔ)具有命題意義,可以檢驗(yàn)其真值性;而功能性言語(yǔ)不具有命題意義,只是具有人際意義,表達(dá)命題態(tài)度。其代表人物是Hyland （1999）和Ifantido（2005）等。另一種是“語(yǔ)用說(shuō)”,認(rèn)為功能性言語(yǔ)具有人際功能,有助于正在進(jìn)行的交際行為。在具體交際環(huán)境和言語(yǔ)行為中,功能性言語(yǔ)的使用可以提高言語(yǔ)的修辭效果或?yàn)檎Z(yǔ)言行為提供適宜條件,其代表人物是Crismore（2004）和Kopple（1985）等。功能性言語(yǔ)的人際意義不是來(lái)自于語(yǔ)言符號(hào)系統(tǒng)。系統(tǒng)功能理論雖然突破了語(yǔ)言系統(tǒng)的局限,把功能性言語(yǔ)看做語(yǔ)篇連貫和互文現(xiàn)象,但對(duì)它的解釋仍然是以后結(jié)構(gòu)主義為理論基礎(chǔ),沒(méi)有從人的認(rèn)知能力方面研究意義生成。而語(yǔ)言行為（speech acts）理論把功能言語(yǔ)看做是語(yǔ)境因素,也未能對(duì)功能性言語(yǔ)的認(rèn)知機(jī)制進(jìn)行解釋... 

【文章來(lái)源】：東北師范大學(xué)吉林省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：174 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
摘要
Abstract
List of diagrams
Chapter One Introduction
    1.1 Motivation of the Study
    1.2 Rationale of the Study
        1.2.1 Speaker‘s Reflection
        1.2.2 Speaker‘s Interpretation
    1.3 Research Questions
    1.4 Methodology
    1.5 Structure of the Dissertation
Chapter Two Literature Review
    2.1 General Studies of Metadiscourse
    2.2 The Functional Perspective on Metadiscourse
        2.2.1 Crismore‘s Model
        2.2.2 Hyland‘s Model
    2.3 The Pragmatic Perspective on Metadiscourse
    2.4 The Relevance-Theoretic Perspective on Metadiscourse
    2.5 Critique of the Previous Literature
    2.6 Statement of the Problems
        2.6.1 Speaker Subject of Semiotic Activities
        2.6.2 Epistemic Subject in Reflection
        2.6.3 Communicative Subject in Interpretation
Chapter Three The Cogno-Semiotic Perspective on the Meaning Emergence of Metadiscourse
    3.1 Introduction
    3.2 Metadiscourse from the Semiotic Perspective
        3.2.1 Propositional Metadiscourse in Semiotic Activities
        3.2.2 Markedness of Metadiscourse
        3.2.3 Interaction between Primary Discourse and Metadiscourse
        3.2.4 Locality of the Employment of Metadiscourse
    3.3 Metadiscourse from the Cognitive Perspective
        3.3.1 Mental Structure of the Speaker‘s World Knowledge with Metadiscourse
        3.3.2 Mental Structure of the Speaker‘s Reflection with Metadiscourse
        3.3.3 Mental Structure of the Speaker‘s Interpretation with Metadiscourse
        3.3.4 Speaker‘s Delegation of Interpersonal Intention to the Hearer
    3.4 Interpersonal Meanings of Metadiscourse
        3.4.1 Interpersonal Metadiscourse
        3.4.2 Detachability of Interpersonal Meanings
    3.5 Meaning Emergence of the Use of Metadiscourse
        3.5.1 Meaning Emergence
        3.5.2 Meaning Emergence from the Cogno-Semiotic Perspective
        3.5.3 Virtuality of the Cognitive Processing
        3.5.4 Relevance Scheme to Semiotic Activities
        3.5.5 Facilitation of Semiotic Activities
    3.6 Summary
Chapter Four A Dual Mental Space Blending Model: Analysis for the Meaning Emergence of Metadiscourse
    4.1 Introduction
    4.2 Mental Space Blending Theories
        4.2.1 General Introduction to Mental Space Blending Theories
        4.2.2 Brandt‘s Mental Space Blending Model
    4.3 Semiotic Activities as Grounding Space
        4.3.1 Semiotic Activities
        4.3.2 The Use of Metadiscourse in Grounding Space
    4.4 A Dual Mental Space Blending Model for the Meaning Emergence of Metadiscourse
        4.4.1 Mental Space Blending in Epistemic Activities
        4.4.2 Mental Space Blending in Communicative Activities
        4.4.3 Embedment of Reflection into Interpretation in a Dual Mental Space Blending Model
    4.5 Summary
Chapter Five Occurrence of Metadiscourse and the Categories of the Emergent Meaning of Metadiscourse
    5.1 Introduction
    5.2 Metadiscourse in Academic Lectures
        5.2.1 Occurrence of Metadiscourse Markers in Academic Lectures
        5.2.2 Effect of the Use of Metadiscourse Markers
    5.3 Speaker-Hearer Interaction from the Cogno-Semiotic Perspective in Academic Lectures
    5.4 Meaning Emergence of Metadiscourse in the Academic Lectures
    5.5 Diverse Categorization of Metadiscourse Markers
        5.5.1 Crismore‘s Categorization
        5.5.2 Ifantidou‘s Categorization
        5.5.3 Hyland‘s Categorization
    5.6 Frequency of Metadiscourse in Academic Lectures
        5.6.1 General Trend of the Use of Metadiscourse in the Academic Lectures
        5.6.2 Use of Metadiscourse Markers with Personal Preference
    5.7 Summary
Chapter Six Analysis of Individual Metadiscourse Markers by Categories
    6.1 Introduction
    6.2 Analytical Procedure of Interpersonal Metadiscourse Markers
    6.3 Interactive Metadiscourse in Mental Space Blending
        6.3.1 Transition
        6.3.2 Frame Markers
        6.3.3 Endophoric markers
        6.3.4 Evidential Markers
        6.3.5 Code Glosses
    6.4 Interactional Metadiscourse in Mental Space Blending
        6.4.1 Engagement Markers
        6.4.2 Boosters
        6.4.3 Relational Markers
        6.4.4 Attitude Markers
        6.4.5 Hedge Markers
    6.5 Summary
Chapter Seven Conclusion
    7.1 Conclusion
    7.2 Significance of the Study
    7.3 Limitations of the Study
    7.4 Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Acknowledgements
在學(xué)期間公開(kāi)發(fā)表論文及著作情況


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