儿童文学中的人称指示语研究 ——以《柳林风声》为例

论文摘要

指示语是语言中的普遍现象。近年来,国内外学者从语言学,哲学和心理学的角度对其概念,分类及其在语言中的具体运用做了大量的研究。人称指示语是对言语活动中参与者的符号指称,包括人称代词,称谓,呼语等。在语篇分析中,人们对不同文体中人称指示语的特点进行了详尽的阐释。然而,只有很少的研究涉及到儿童文学。为了对人称指示语有一个更加全面的了解,本文尝试以英国儿童文学的经典作品之一,肯尼斯·格雷厄姆的《柳林风声》为例,对儿童文学中的人称指示语进行分析。本文首先从语音,词汇,语义和语用的层面对《柳林风声》中的人称指示语进行了描述性的分析。通过研究,本文发现儿童文学中的人称指示语有下面一些特点。在语音层面,书中的称呼语一般以元音[i]结尾,一方面因为[i]是儿童较早习得的元音之一,另一方面词尾的[i]在儿语有“小”的含义；在词汇层面,人称代词的出现频率较高,其中第三人称代词在所有人称代词中所占比例最大；在语义层面,第三人称代词的照应用法是一种很有效的衔接手段,并且人称代词的恰当选择能够很好地达到拟人的效果；在语用层面,指示映射现象一般出现在人物的对话中,并能很好地体现了人物的心理活动。此外,本文将人称指示语的这些特征与作者的写作视角,儿童的语言认知水平以及书中人物的心理活动联系起来,解释了为什么儿童文学中的指示语呈现出这样一些特征的原因。本文从不同的层面对《柳林风声》中的人称指示语进行的一定的分析,一方面拓展了指示语的研究领域,揭示了儿童文学中指示语的特征及其原因；另一方面也为人们欣赏儿童文学提供一个新的角度。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Research Background
• 1.1.1 Children's Literature
• 1.1.2 The Wind in the Willows
• 1.2 Literature Review of Studies on Person Deixis
• 1.3 Purpose and Significance of this Thesis
• 1.4 Research Methodology
• 1.5 Layout of the Thesis
• Chapter 2 Theoretical Foundations
• 2.1 Deixis
• 2.1.1 The Notion of Deixis
• 2.1.2 Classification of Deixis
• 2.1.3 Deictic Projection
• 2.2 Person Deixis
• 2.2.1 The Notion of Person Deixis
• 2.2.2 Usages of Person Deixis
• 2.3 Children's Cognitive Development
• 2.3.1 Jean Piaget's Theory:Children's Animistic Thinking
• 2.3.2 Related Theories Concerning Characteristics of Children's Memory
• Chapter 3 Descriptive Analysis of Person Deixis in The Wind in the Willows
• 3.1 At Phonological Level:Vocatives Ended with Vowel [i]
• 3.2 At Lexical Level:High Frequency of Person Pronouns
• 3.2.1 Frequencies of First and Second Person Pronouns in The Wind in the Willows
• 3.2.2 Frequencies of Third Person Pronouns in The Wind in the Willows
• 3.3 At Semantic Level
• 3.3.1 Cohesive Device:Anaphor "He"
• 3.3.2 Rhetorical Devices
• 3.4 At Pragmatic Level:Deictic Projection
• 3.4.1 "We" instead of "I"
• 3.4.2 "You" instead of "I"
• 3.4.3 "He" instead of "You"
• Chapter 4 Factors Related to the Choices of Person Deixis in The Wind in the Willows
• 4.1 Writer's Third-person Point of View:High Frequency of Third Person Pronouns
• 4.2 Readers' Cognition and Language Level
• 4.2.1 Children's Early Acquisition of Vowel [i]:Vocatives Ending with Vowel[i]
• 4.2.2 Children's Animistic Thinking:Personification
• 4.2.3 Children's Working Memory:Short Distance between Anaphor and Antecedent
• 4.3 Characters'Mental Activities
• 4.3.1 Fondness:"She" instead of "it"
• 4.3.2 Sorrow:Repetition of "I"
• 4.3.3 Intimacy:"We" instead of "I"
• 4.3.4 Avoiding Embarrassment:"He" instead of "You"
• Chapter 5 Conclusion
• 5.1 Major Findings of the Research
• 5.2 Limitations of Present Study and Suggestions for Future Studies
• Acknowledgements
• Bibliography
• Appendix 1 Examples Used in this Thesis
• Appendix 2 Figures and Tables
• Publications While Registered with the MA Program