学术讲座中元话语的语用学研究：顺应—关联路向

论文摘要

元话语常常被定义为我们用来告诉读者如何阅读所读内容并对其作出反应和评价的语言。甚至早在哈里斯创造出“元话语”这个术语之前,它已经成为话语分析、语用学以及其它众多研究领域的热点话题。然而迄今为止,在一定语用理论框架内的元话语研究仍然罕见,因而没有对元话语在话语生成和理解中的出现机制作出十分令人信服的解释。同时,学术讲座中元话语的出现和作用也没有引起学界的足够关注。一些让人费解却又很有意义的问题依然等待着答案,例如:1)元话语是否在学术讲座中普遍存在?2)元话语的出现能否在丰富版顺应--关联理论的框架内得到解释?如果能,具体怎么解释呢?3)元话语在学术讲座中扮演着什么角色?它是否仅仅是便于听众理解讲座内容的工具?4)本研究是否能为我们提供一些教学方面的启示?具体内容是什么?因而这些问题成为本研究的对象。本研究力求在丰富版顺应-关联理论的框架内对学术讲座中元话语的出现和作用进行定性分析。研究表明,讲座人在学术讲座中倾向于在寻找关联的同时,进行顺应以便选择合适的元话语。具体而言,元话语的语境在这个动态的过程中受到众多因素的影响和制约,诸如语言现实、社会规约、听众的心理动机等等。与此同时,元话语的寻找关联过程可以用三种概念区分进行衡量,即语境效果/加工努力、明示/隐含、程序性意义/概念性意义。在丰富版顺应--关联模式下,寻找关联和进行顺应这两个方面构成一个有机整体,它们相互影响、相互制约,讲座人选定的元话语则是寻找关联和进行顺应这个整合过程的产物。其次,本研究认为讲座人倾向于将元话语作为交际策略,以便有效传递学术信息、保证讲座人和听众的成功沟通。另外,本研究在简要回顾相关文献的基础上,以丰富版顺应-关联理论为框架,对学术讲座中元话语的作用进行了重新审视和探讨。研究表明,学术讲座中的元话语可以视作讲座人寻找关联和进行顺应的积极“语篇构建者”,而不是被动的“语篇协助者”。本研究的重要意义在于,它加深了我们对学术讲座中元话语的出现机制和作用的认识。同时,除了理论意义之外,本研究还可以为外语教学实践提供一些有益启示。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Research orientation
• 1.2 Remaining Issues of the existing studies
• 1.3 Rationale of the present study
• 1.4 Objective of the present study
• 1.5 Methodology of the current study
• 1.6 Outline of the thesis
• Chapter Two Literature Review
• 2.1 Introduction
• 2.2 Terminological diversity
• 2.3 Definitions of metadiscourse
• 2.3.1 Existing definitions of metadiscourse
• 2.3.2 Working definition of metadiscourse
• 2.4 Diversified taxonomies of metadiscouse
• 2.4.1 Meyer’s classification
• 2.4.2 Lautamatti’s classification
• 2.4.3 Williams’ classification
• 2.4.4 Vande Kopple’s classification
• 2.4.5 Crismore et al’s classification
• 2.4.6 Hyland’s taxonomy
• 2.4.7 Rahman’s classification
• 2.5 Theoretical studies on metadiscourse
• 2.5.1 Communicative perspective
• 2.5.2 Sociolinguistic perspective
• 2.5.3 Psycholinguistic perspective
• 2.5.4 Functional perspective
• 2.5.5 Cognitive perspective
• 2.5.6 Rhetorical perspective
• 2.6 Summary
• Chapter Three Research Methodology and Data Collection
• 3.1 Introduction
• 3.2 Research methodology of the present study
• 3.3 Data collection of the current study
• 3.4 Description of the data
• 3.5 Summary
• Chapter Four Conceptual Framework: An Adaptation-Relevance Model
• 4.1 Introduction
• 4.2 Adaptation Theory
• 4.2.1 Adaptation
• 4.2.2 Context in Adaptation Theory
• 4.2.3 Metapragmatic awareness
• 4.3 Relevance Theory
• 4.3.1 Two pairs of concepts in Relevance Theory
• 4.3.2 Context in Relevance Theory
• 4.4 Relevance-Adaptation Model proposed by Yang Ping
• 4.5 Adaptation-Relevance Model proposed by Ran Yongping
• 4.6 An enriched Adaptation-Relevance Model of Metadiscourse in Academic Lectures
• 4.6.1 Description of the model
• 4.6.2 Features of the Model
• 4.6.3 Significance of the model
• 4.7 Summary
• Chapter Five Metadiscourse in Academic Lectures: An Adaptation-Relevance Account
• 5.1 Introduction
• 5.2 Occurence of metadiscourse in academic lectures
• 5.2.1 Metatext （text-about-text management） in academic lectures
• 5.2.2 Metadiscourse （text-about-discourse management） in academic lectures
• 5.3 Contextual adaptation of metadiscourse in academic lectures
• 5.3.1 Adaptation to linguistic reality
• 5.3.2 Adaptation to psychological motivations
• 5.3.3 Adaptation to social conventions
• 5.4 Relevance-searching of metadiscourse in academic lectures
• 5.4.1 Contextual effect/processing effort distinction and metadiscourse in academic lectures
• 5.4.2 Explicit/implicit distinction and metadiscourse in academic lectures
• 5.4.3 Conceptual/procedural distinction and metadiscourse in academic lectures
• 5.5 Metadiscourse in academic lectures as choice of both making adaptations and searching for relevance
• 5.5.1 Adaptation-relevance as a feature of metadiscourse choice
• 5.5.2 On-line adaptations-making and relevance-searching in metadiscourse choice
• 5.5.3 Adaptations-making and relevance-searching as strategy in metadiscourse choice
• 5.6 Summary
• Chapter Six Role of Metadiscourse in Academic Lectures Revisited
• 6.1 Introduction
• 6.2 Role of metadiscourse in past studies
• 6.3 Role of metadiscourse in academic lectures: a revisit
• 6.3.1 Significance of a revisit of the role of metadiscourse
• 6.3.2 Role of metadiscourse in academic lectures within the enriched Adaptation-Relevance Model
• 6.4 “Metadiscourse awareness”in academic lectures
• 6.5 Summary
• Chapter Seven Role of Metadiscourse and Metadiscourse Awareness Possible Pedagogical Implications
• 7.1 Introduction
• 7.2 Possible implications for FLT
• 7.3 Possible implications for teacher training
• 7.4 Possible implications for curriculum design
• 7.5 Summary
• Chapter Eight Conclusion
• 8.1 Introduction
• 8.2 Summary of the major findings
• 8.3 Limitations of the present study
• 8.4 Suggestions for further researches
• Bibliography