文体学学习体会.docx

文体学学习心得 astylisticanalysisofthespeechihaveadream course：englishstylisticsandrhetoriclecturer：zhangxuhongcredit：2timeofassignedon28/11/2013timeofsubmission：19/12/2013studentno：2010010225name：杜敏 class：（grade2001）class1englishdept，harbinnormaluniv. 从文体学的角度分析演讲稿我有一个梦 杜敏 摘要。本文根据文体学理论从文体手段角度试图对美国著名黑人领袖马丁.路德.金的著名演讲我有一个梦中所使用的文体手段进行了详尽的分析，作者在此基础上进而对演讲文体的风格进行了简要的论述。本研究对演讲稿的文体风格的选用具有启示作用。 关键词：文体学；文体学理论；文体手段；文体的风格；分析；演讲 astylisticanalysisofthespeechihaveadream dumin abstract：onthebaseofthedefinitionofstylistics，thisthesisgivesadetailedanalysisofsometheofstylisticdevicesusedinthefamousspeechbythewell-knownamericancivilrightsmovementleadermartinlutherking，jr.，andthenprobesintothestylisticcharacteristicsofspeechasastyle.keywords：stylistics，stylisticdevices，analysis，speech. introductionasaninterdisciplinaryfieldofstudy，stylisticspromisestoofferusefulinsightsintoliterarycriticismandtheteachingofliteraturewithitsexplicitaimsandeffectivetechniques.itisveryusefulintheanalysisofvariousstylesofwriting.inthisthesis，theauthortriestoofferastylisticanalysisofthefamousspeechbymartinlutherking，jr.ihaveadream.1.introduction：definitionofstylisticsandstylisticanalysisasfarasthedefinitionofstylisticsisconcerneddifferentscholarsdefinethebranchofstudyindifferentways.walesdefinesstylisticssimplyas“thestudyofstyle”（1989：437），whilewiddowsonprovidesamoreinformativedefinitionas“thestudyofliterarydiscoursefromalinguisticorientation”andtakes“aviewthatwhatdistinguishesstylisticsfromliterarycriticismontheonehandandlinguisticsontheotheristhatitisessentiallyameansoflinkingthetwo”（1975：3）.leechholdsasimilarview.hedefinesstylisticsasthe“studyoftheuseoflanguageinliterature”（1969：1）andconsidersstylisticsa“meeting-groundoflinguisticsandliterarystudy”（1969：2）.fromwhatwiddowsonandleechsay，wecanseethatstylisticsisanareaofstudythatstraddlestwodisciplines：literarycriticismandlinguistics.ittakesliterarydiscourse（text）asitsobjectofstudyanduseslinguisticsasameanstothatend.stylisticanalysisisgenerallyconcernedwiththeuniquenessofatext;thatis，whatitisthatispeculiartotheusesoflanguageinaliterarytextfordeliveringthemessage.thisnaturallyinvolvescomparisonsofthelanguageofthetextwiththatusedinconventionaltypesofdiscourse.stylisticiansmayalsowishtocharacterizethestyleofaliterarytextbysystematicallycomparingthelanguageusesinthattextwiththoseinanother.hallidaypointsout，“thetextmaybeseenasthisincontrastwiththat，withanotherpoemoranothernovel;stylisticsstudiesareessentiallycomparativeinnature”（1971：341）.onthispoints，widdowsonisofthesameopinionashalliday.hesays：“allliteraryappreciationiscomparative，asindeedisarecognitionofstylesingeneral”（1975：84）.thus，wemayconcludethatstylisticanalysisisanactivitythatishighlycomparativeinnature.2.astylisticanalysisofthespeech（ananalysisofsomeofthestylisticdevicesusedinthespeech. martinlutherkingsspeechofaugust28，1963iswidelyregardedasoneofthemostpowerfuleverdeliveredintheunitedstates.althoughthisaddresswasdeliveredorally，itwasreadfromawrittentextcomposedwithgreatcare.itisanexampleofformalenglishwithaconvincingstyle.herearesomeofthestylisticdevices（whichmaybeconsideredtraditionallyasrhetoricaldevices）usedbydrkingtoinspireandpersuade.2.1repetitionthroughoutthespeech，dr.kingrepeatswordsandsentence.thisisaveryoutstandingfeatureinthisspeechcalledrepetition.itbelongstothestylisticdeviceofsyntacticover-regularity.thetermrepetitionisrestrictedtomeanthecaseofexactcopyingofacertainpreviousunitinatextsuchasaword，phraseorevenasentence（leech，1969），becausealltheover-regularfeaturesinliteratureareinsomesenserepetitious.usedinspeech，repetitionnotonlymakesiteasyfortheaudiencetofollowwhatthespeakerissaying，butalsogivesastrongrhythmicqualitytothespeechandmakesitmorememorable.inparagraphs8through16，forexample，kingusesthewords“ihaveadream”ninetimes.thisrepetitionhelpstoachievethefunctionofcoherenceindiscourseandthefunctionofreinforcementinmoodandemotion，expressingthespeakersstrongemotionoflongingforfreedom，justice，righteousnessandamuchmoreunitednationofallofgodschildren. ifwestudythewholespeechmorecarefully，itiseasyforustofindmanyotherexamplesofrepetitionused.（1）butonehundredyearslater，wemustfacethetragicfactthatthenegroisstillnotfree.onehundredyearslater，thelifeofthenegro（2）isstillsadlycrippledbythemanaclesofsegregationandthechainsofdiscrimination.onehundredyearslater，thenegrolivesonalonelyislandofpovertyinthemidstofavastoceanofmaterialprosperity.onehundredyearslater，thenegroisstilllanguishinginthecornersofamericansocietyandfindshimselfanexileinhisownland.herethephrase“onehundredyearslater”hasbeenrepeatedthreetimes，seeminglyindicatingthatitisreallyalongtimeforthenegrotowaitforthecomingofthetimeofjusticeandrighteousness.（3）butwerefusetobelievethatthebankofjusticeisbankrupt.werefusetobelievethatthereareinsufficientfundsinthegreatvaultsofopportunityofthisnation.（par.4）（4）nowisthetimetomakerealthepromisesofdemocracy.nowisthetimetorisefromthedarkanddesolatevalleyofsegregationtothesunlitpathofracialjustice.nowisthetimetoopenthedoorsofopportunitytoallofgodschildren.nowisthetimetoliftournationfromthequicksandsofracialinjusticetothesolidrockofbrotherhood.（par.4）inthisshortpassage，theclause“nowisthetimeto”hasbeenusedfourtimestoemphasizethefierceurgencyof“now”andtoencourageandpersuadetheblackstotakeimmediateactiontoriseaboveandgaintheirownrightsandfreedom.2.2useofparallelismparallelismisanothersyntacticover-regularity.itmeansexactrepetitioninequivalentpositions.itdiffersfromsimplerepetitioninthattheidentitydoesnotextendtoabsoluteduplication，it“requiressomevariablefeatureofthepattern-somecontrastingelementswhichareparallelwithrespecttotheirpositioninthepattern”（leech，1969：66）.toputitsimply，parallelismmeansthebalancingofsentenceelementsthataregrammaticallyequal.totakethemparallel，balancenounswithnouns，verbswithverbs，prepositionalphraseswithprepositionalphrases，clauseswithclauses，andsoforth.inhisspeech，martinlutherkingusesparallelismtocreateastrongrhythmtohelptheaudiencelineuphisideas.herearefewexamples：（5）bythemanaclesofsegregationandthechainsofdiscrimination（par.2，twoparallelnounphrases）（6）“thisisnotimetoengageintheluxuryofcoolingoffortotakethetranquilizingdragofgradualism.”（par.4，twoparallelinfinitivephrases：“toengagetotake”） （7）“therewillbeneitherrestnortranquilityinamerica”（par.5，twoparallelnounsjoinedwith“neithernor”） itistraditionallybelievedthatparallelismisusedforthepurposeofemphasizingandenhancing，esp.inspeech，theideasexpressedbythespeaker（orauthorinwrittenversions），thusalwaysencouragingandinspiringtheaudience.weneednottobeverycarefullytofindoutmanymoreexamplesofparallelismusedinkingsspeechandclassifiedasisfollowed： 2.2.1parallelnouns：（8）thisnotwasapromisethatallmenwouldbeguaranteedtheinalienablerightsoflife，libertyandthepursuitofhappiness.（par.3，threeparallelnounsasattributive）（9）1963isnotanend，butabeginning（par.5，twoparallelnounsjoinedwith“notbut”）（10）againandagainwemustrisetothemajesticheightsofmeetingphysicalforcewithsoulforce.（par.6）2.2.2parallelnounphrases：（11）sowehavetocametocashthischeck-acheckthatwillgiveasupondemandtherichesoffreedomandthesecurityofjustice.（par.4）（12）ihaveadreamthatonedayontheredhillsofgeorgiathesonsofformerslavesandthesonsofformerslave-ownerswillbeabletositdowntogetheratthetableofbrotherhood（par.10）2.2.3parallelinfinitivephrases：（13）itwouldbefetalforthenationtooverlooktheurgencyofthemomentandtounderestimatethedeterminationofthenegro.（par.5，twoparallelinfinitivephrases）（14）withthisfaith，wewillbeabletoworktogether，topraytogether，tostraggletogether，togotojailtogether，tostandupforfreedomtogether，knowingthatwewillbefreeoneday.（par.7，fiveparallelinfinitivephrases）.2.2.4parallelprepositionalphrases（15）ihaveadreamthatmyfourlittlechildrenwillonedayliveinanationwheretheywillnotbejudgedbythecoloroftheirskinbutbythecontentoftheircharacter.（par.12）（16），whenweletitringfromeveryvillageandeveryhamlet，fromeverystateandeverycity，（par.25） e.parallelclauses：（17），havecometorealizethattheirdestinyistiedupwithourdestinyand（that）theirfreedomisinextricablyboundtourfreedom.（par.6，twoparallelobjectiveclause）2.3useofsimilesandmetaphorsastwoveryimportanttypesofmeaningtransferenceinliterature，similesandmetaphorsarecomparisonsthatshowsimilaritiesinthingsthatarebasicallydifferent，whichcanbeusedtoaddvividnessandvitalitytowriting.asleechpointsout，metaphorisassociatedwithaparticularruleoftransferencewhichmaybecalledthe“metaphoricrule”（1969：151）.thatis，thefigurativemeaningisderivedfromtheliteralmeaningoritis，asitwere，theliteralmeaning.throughoutthespeech，kingmakesextensiveuseofsimilesandmetaphors.inparagraph1，forexample，kingcomparestheemancipationproclamationtotwoformsofbrilliantlightcuttingthroughdarkness.thefirst-“ajoyousdaybreak”-comparesittothesunrise，which（inthiscase）ends“thelongnightofcaptivity”.inparagraph2，hespeaksof“themanaclesofsegregationandthechainsofdiscrimination，”comparingsegregationanddiscriminationunderwhichthenegropeoplelivetothemanaclesandchainsonceusedonslaves.therefore，itisveryclearthattheusingofsimilesandmetaphorscandefinitelyaddvividnessandvitalitytowritingandmakeiteasyforthereadersoraudiencetounderstand.nowletscitesomeofthesimilesandmetaphorsusedinkingsspeech. （18）onehundredyearslater，thenegrolivesonalonelyislandofpovertyinthemidstofavastoceanofmaterialprosperity.（par.2，metaphors）（19）butwerefusetobelievethatthebankofjusticeisbankrupt.werefusetobelievethatthereareinsufficientfundsinthegreatvaultsofopportunityforthisnation（par.4，metaphors）（20）thisisnotimetotakethetranquilizingdragofgradualism.（par.4，metaphor）2.4useofcontrastalthoughmaybearhetoricaldeviceinsteadofastylisticone，contrasthasalsobeenusedeffectively，likerepetition，inthisspeech，achievingthefunctionofmakingcleartheideasofthespeaker.inparagraphl，forexample，“greatbeaconlightofhope”iscontrastedwith“flamesofwitheringinjustice，”and“joyousdaybreak”withlongnightofcaptivity.” asitisdefined，contrastisusedtoshowthedifferencebetweentwothings.therefore，itisnotverydifficultforustounderstandwhythespeakerkingusessomanycontrastsinhisspeech.（21）onehundredyearslater，thenegrolivesonalonelyislandofpovertyinthemidstofavastoceanofmaterialprosperity.（par.2）（22）nowisthetimetorisefromthedarkanddesolatevalleyofsegregationtothesunlitpathofracialjustice.（par.4）（23）nowisthetimetoliftournationfromthequicksandsofracialinjusticetothesolidrockofbrotherhood（par.4） conclusion aswehaveanalyzedabove，stylisticdevicesarefrequentlyusedinthediscourseofliteraryworksespeciallyinspeech，toachievecertainspecificpurposes.thusmakingthestyleofaspeechsomewhatparticulartotheothers.generallyspeaking，aspeechmayhavethefollowingstylisticcharacteristics：tobeginwith，itmustbeverypersuasive.thusthesentencepatternsareverywell-organized，withrepetitions，parallelismandcontrastsfrequentlyused.secondly，itshouldbeemotionalsoastobeconvincing，becausethespeakershouldfacetheaudiencedirectlyandhiswordsshouldnotonlybeorderlyandinformativebutalsobeexpressiveandinspiring.therefore，thestylisticdevicessuchassimilesandmetaphorsareofteninvolved.finally，inmanycases，written-conversationalstyleisusuallyusedwithnotveryformaldictionandnotverycomplicatedsentencestructure. reference1.martinlutherking，jr.，ihaveadream，august28，19632.wangshouyuan，essentialsofenglishstylistics，shandonguniversitypress，july，20003.panshaozhang，englishrhetoricandwriting，shanghaitransportationuniversitypress，december，19984.widdowson，h.g.stylisticsandtheteachingofliterature，longman，1975 5.leech，g.n.“thisbreadibreaklanguageandinterpretation”.ind.c.freeman.（ed.）.linguisticsandliteraturestyle.newyork：holt，rinhartwinston.第13页 共13页