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1、河南大学 硕士学位论文 汉语颁奖词的态度意义分析-以感动中国颁奖词为例 姓名：潘红彬 申请学位级别：硕士 专业：英语语言文学 指导教师：杨朝军 2011-03 III 摘摘 要要 颁奖词是颁奖典礼上不可缺少的环节， 对获奖对象的事迹所作的一种陈述评价性的 礼仪文稿，属于公众演讲的一种。通过这种宣读颁奖词的方式，让大众了解获奖对象的 事迹以及所体现的一种超乎寻常的人格精神，从而取得一种教育的效果。对公众演讲国 内外已有很多语言学家及研究者从多个角度进行过探究， 然他们对于颁奖词却少有人从 评价理论角度探究其态度意义，汉语颁奖词就更少人问津。本文将从评价理论入手分析 汉语颁奖词的态度意义回答其有什
2、么样的态度意义表征及表征背后的动因问题， 以拓展 运用评价理论分析语篇的范围及为人们理解和构建汉语颁奖词提供态度意义规律上的 参考。 评价理论在系统功能语言学中人际意义的基础上发展起来，属于语篇语义学。其分 为三个子系统态度、介入和级差。态度是指心理受到影响后对人类行为，文本/过程， 及现象做出的判断和鉴赏。 介入是指说者/作者所采取的立场， 主要涉及语篇的立场和潜 在读者的立场。级差主要涉及语义的升势和降势，其范围是态度和介入，有两个轴语 势和聚焦。通过态度次系统可以分析具体语篇的情感、判断和鉴赏三方面的态度资源从 而得到语篇的态度意义表征。 本文从被誉为中国年度精神史诗的感动中国栏目中随机
3、选取两届 20 篇颁奖词，它 们是由感动中国组委所写，可以较好显示和代表汉语人物颁奖词的相关特点。另外，本 文将定性和定量两种方法结合起来，通过对所选语篇中的态度资源进行语言分析、定性 分析、数据分析、观察和研究，得出结论。 通过分析本文发现“感动中国”汉语颁奖词的态度意义表征为：对获奖人行为评价 的判断资源最多，达到 90 处，且全为正面评价；其次是对由获奖人衍生出来的环境及 事物评价的鉴赏，有 69 处，其中 52 处单词或词组正面评价人物的贡献或成果和 17 处 负面评价获奖人所处恶劣环境；最后是情感资源，有 21 处， 其中 13 处正面表达对获 奖人、环境或成果的情感，8 处负面表达
4、对这些对象的情感。 这些汉语颁奖词之所以有如此态度意义表征主要是由这些语篇的目的所致， 即对获 奖人进行言语上的赞赏性评价已引起听众的共鸣所致。我们可以从三个方面来论说：首 IV 先，作为评价人们行为的判断和对获奖人的杰出人格的赞赏具有对应关系，能够让听众 对获奖人直接产生敬意，故在态度资源上最多；其次，评价实体的鉴赏能够为听众描述 获奖人取得成果的价值及所处环境的复杂，这样会使听众产生侧面的认同效果，因此在 态度资源上次之；最后，情感资源多是直接表述认同与否的态度意义，相比之下不易产 生共鸣，所以在态度资源上最少。 关键词：关键词： “感动中国”颁奖词，态度意义，评价理论 I ABSTRAC
5、T Presentation speech, which belongs to public speaking and is the indispensible section in award ceremony, refers to formal words to evaluate achievements of the recipient. Through listening to the presentation speech, audiences can understand the recipients achievements, recognize his/her excellen
6、t dignity, and learn from him/her. As for public speaking, many linguists and language scholars have studied it from various approaches, but nobody has analyzed the attitudinal meanings of presentation speech from appraisal perspective, let alone Chinese presentation. This thesis will explore the at
7、titudinal meanings of Chinese presentation speech to answer what features of attitudinal meanings in it are and why they have such features. With the answers, we can expand the fields of discourse kinds investigated through appraisal theory and offer attitudinal regularity to understand and construc
8、t Chinese presentation speech. Appraisal theory, which develops from the interpersonal meaning of systemic functional grammar, belongs to discourse semantics. The appraisal theory can be analyzed from three sub-systemsAttitude, Engagement and Graduation. Attitude refers to the judgement and apprecia
9、tion which people express towards human behavior, text/process and phenomena after being affected. Engagement is concerned with the stance that speakers/writers adopt, mainly towards the value positions which appear in discourse and which those putative listeners/readers hold. Graduation is mainly c
10、oncerned with semantic up-scaling and down-scaling, with domain of attitude and engagement, and two axesforce and focus. Therefore, we can find features of attitudinal meanings in discourses through three aspects of attitudeaffect, judgement and appreciation. Language data in this paper are 20 texts
11、 of presentation speeches delivered in two “Touching China” award ceremonies, the Chinese yearly spiritual epic, and they are II composed by the committee of this program, so these texts can represent relevant language features of Chinese presentation speech. With qualitative and quantative methods
12、combined together, this paper analyzes the attitudinal meanings through language analysis, qualitative analysis, statistic analysis, inspection and study, and finds the conclusion. Based on the analysis, this paper finds features of attitudinal meanings in presentation speeches in “Touching China”:
13、there are 90 places of judgement to evaluate recipients behavior, which are all positive and the most in number; there are 69 places of appreciation to assess mainly circumstances or things derived from recipients, among which there are 52 phrases or characters to positively evaluate recipients cont
14、ributions or fruits, and there are 17 places to negatively assess the stern and hard circumstances under which recipients live or work, the appreciation stands second; there are 21 places of affect, among which there are 13 phrases or characters to express positive feelings towards recipients, circu
15、mstances or fruits, and 8 places of affect to negatively evaluate these objects. General reasons for these features are discourse goals, i.e. to reward recipients with words so as to resonate among audiences. We may discuss general reasons from three aspects: firstly, judgement as the evaluation tow
16、ards humans behavior corresponds to admiration of recipients excellent personality, so this attitude can resonate among audiences and stand first in attitudinal resources; appreciation to assess entities can depict the value of fruits and hard circumstances, so audiences can recognize recipients literally and this attitude stands second in attitudinal resources; thirdly, affect used to directly express the feel
