大学生中文辩论赛立论陈词中的元话语研究
发布时间：2018-07-24 18:55
【摘要】：元话语自提出以来一直是语言学中的热点探讨话题。目前,国内外对于元话语的研究大多采取Hyland的元话语分类模式。受其影响,学者Abdi,Rizi和Tavakoli在2010年根据元话语的互动功能,对格莱斯合作原则中的四个准则进行了改动,并从此类合作原则视角进一步提出了一种新的元话语分析框架,用于指导说话人或作者在语篇中正确合理地运用元话语。在辩论赛立论陈词环节,辩者不仅要有条不紊地阐述己方观点为后面的攻论及自由辩论作好铺垫和辩论防守准备,同时也要通过语言与观众交流互动来达到辩论目的,获得观众好感。由此可见,立论陈词在辩论中具有不可忽视的作用。然而,目前对于辩论赛辩词的研究大多集中在自由辩论和总结陈词阶段,而忽略了对立论陈词的探究。本研究运用定量定性相结合的研究方法,在前人研究的基础上采用Abdi(2010)合作原则视角下的元话语分析框架,以15篇中国名校大学生辩论赛辩词中立论陈词部分为研究语料,主要探讨以下两个问题:(1)大学生中文辩论赛立论陈词中元话语的使用特点是什么?(2)元话语在大学生中文辩论赛立论陈词中有何语用功能?前者主要通过对元话语的分布规律以及其如何运用的问题的讨论来研究元话语在立论陈词中的使用特点。而后者则从互动交流和辩者身份建构两个层面,对立论陈词中元话语的语用功能进行分析。通过搜集语料并进行统计分析,研究发现:(1)在大学生中文辩论赛立论陈词中,体现互动准则的元话语使用频率是最高的,紧随其后的是体现方式准则的元话语,再次是体现质量准则和数量准则元话语。并且体现互动准则和体现方式准则的元话语的使用量超过元话语使用总量的60%。.而在次级元话语分类中,介入标记语的出现频率是最高的。其后使用频率依次是自我提及语、过渡标记、框架标记、增强语、态度标记、缩略语、语码注释语、非承诺语、回指标记、证据标记和模糊语;(2)辩者倾向于使用互动元话语来与观众互动交流,拉近彼此的距离,获得他们的好感与支持。并且辩者也会使用体现质量,互动,数量和方式准则的元话语构建自己需要的身份如诚实可靠、谦虚谨慎和同伴身份来争取观众的信任,增加论据的说服力。此外,这些元话语的分布情况也反映了大学生中文辩论赛立论陈词的语篇特点及辩者语言意图等信息。本研究旨在探索大学生中文辩论赛立论陈词中元话语使用的一般规律及其语用功能,为大学生中文辩论赛立论陈词中元话语的合理使用提供参考,帮助学生在辩论中组织优秀精彩的立论陈词。
[Abstract]:Meta-discourse has been a hot topic in linguistics since it was put forward. At present, Hyland's meta-discourse classification model is mostly adopted in the research of meta-discourse at home and abroad. Influenced by it, scholars Abdi Rizi and Tavakoli changed the four guidelines of Grice Cooperative principles in 2010 according to the interactive function of meta discourse, and further proposed a new meta-discourse analysis framework from the perspective of such cooperative principles. It is used to instruct the speaker or author to use meta discourse correctly and reasonably. In the debate contest, the speaker should not only methodically state his own views and prepare for the later attack and free debate, but also use language to communicate with the audience to achieve the purpose of the debate. Win the audience's favor. Thus, argumentation plays an important role in the debate. However, at present, most of the research on debate contest focuses on the stage of free debate and summing up, while neglecting the exploration of argumentation. Based on the previous studies, this study adopts the framework of meta-discourse analysis from the perspective of Abdi (2010) cooperation principle, and uses 15 neutral arguments of college students' debate competitions in China as the research corpus. This paper mainly discusses the following two questions: (1) what are the characteristics of the use of meta-discourse in college students' Chinese debate contest arguments? (2) what are the pragmatic functions of meta-discourse in college students' Chinese debate contests? The former mainly studies the characteristics of the use of meta-discourse in argumentation by discussing the distribution law of meta discourse and how to use it. The latter analyzes the pragmatic functions of meta-discourse in argumentation from the two aspects of interactive communication and identity construction. Through collecting the corpus and making statistical analysis, the study finds that: (1) in the Chinese debate contest of college students, the use of meta discourse is the highest, followed by the meta discourse of the mode criterion. Thirdly, the meta-discourse of quality criterion and quantity criterion is embodied. And the usage of meta-discourse which embodies interaction criterion and embodiment criterion is more than 60. 0% of total meta-discourse usage. In the classification of secondary meta-discourse, the frequency of intervention markers is the highest. The frequency of use was followed by self-reference, transition marker, frame marker, enhancer, attitude marker, acronym, code annotation, non-commitment language, and index notation. (2) argumentators tend to use interactive meta-discourse to interact with the audience, draw closer to each other, and gain their favor and support. And the speaker will also use meta discourse which embodies quality, interaction, quantity and way to construct his own identity such as honesty and reliability, modesty and peer identity to win the audience's trust and increase the persuasion of the argument. In addition, the distribution of these meta-discourses also reflects the characteristics of the discourse and the linguistic intention of the speaker in the Chinese debate contest of college students. The purpose of this study is to explore the general rules and pragmatic functions of meta-discourse use in college students' Chinese debate contest arguments, and to provide a reference for the rational use of meta-discourse in college students' Chinese debate contests. Help students to organize excellent arguments in the debate.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H15
[Abstract]:Meta-discourse has been a hot topic in linguistics since it was put forward. At present, Hyland's meta-discourse classification model is mostly adopted in the research of meta-discourse at home and abroad. Influenced by it, scholars Abdi Rizi and Tavakoli changed the four guidelines of Grice Cooperative principles in 2010 according to the interactive function of meta discourse, and further proposed a new meta-discourse analysis framework from the perspective of such cooperative principles. It is used to instruct the speaker or author to use meta discourse correctly and reasonably. In the debate contest, the speaker should not only methodically state his own views and prepare for the later attack and free debate, but also use language to communicate with the audience to achieve the purpose of the debate. Win the audience's favor. Thus, argumentation plays an important role in the debate. However, at present, most of the research on debate contest focuses on the stage of free debate and summing up, while neglecting the exploration of argumentation. Based on the previous studies, this study adopts the framework of meta-discourse analysis from the perspective of Abdi (2010) cooperation principle, and uses 15 neutral arguments of college students' debate competitions in China as the research corpus. This paper mainly discusses the following two questions: (1) what are the characteristics of the use of meta-discourse in college students' Chinese debate contest arguments? (2) what are the pragmatic functions of meta-discourse in college students' Chinese debate contests? The former mainly studies the characteristics of the use of meta-discourse in argumentation by discussing the distribution law of meta discourse and how to use it. The latter analyzes the pragmatic functions of meta-discourse in argumentation from the two aspects of interactive communication and identity construction. Through collecting the corpus and making statistical analysis, the study finds that: (1) in the Chinese debate contest of college students, the use of meta discourse is the highest, followed by the meta discourse of the mode criterion. Thirdly, the meta-discourse of quality criterion and quantity criterion is embodied. And the usage of meta-discourse which embodies interaction criterion and embodiment criterion is more than 60. 0% of total meta-discourse usage. In the classification of secondary meta-discourse, the frequency of intervention markers is the highest. The frequency of use was followed by self-reference, transition marker, frame marker, enhancer, attitude marker, acronym, code annotation, non-commitment language, and index notation. (2) argumentators tend to use interactive meta-discourse to interact with the audience, draw closer to each other, and gain their favor and support. And the speaker will also use meta discourse which embodies quality, interaction, quantity and way to construct his own identity such as honesty and reliability, modesty and peer identity to win the audience's trust and increase the persuasion of the argument. In addition, the distribution of these meta-discourses also reflects the characteristics of the discourse and the linguistic intention of the speaker in the Chinese debate contest of college students. The purpose of this study is to explore the general rules and pragmatic functions of meta-discourse use in college students' Chinese debate contest arguments, and to provide a reference for the rational use of meta-discourse in college students' Chinese debate contests. Help students to organize excellent arguments in the debate.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H15
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