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-groundoflinguisticsandliterarystudy1969：2）.fromwhatwiddowsonandleechsay，wecanseethatstylisticsisanareaofstudythatstraddlestwodisciplines：literarycriticismandlinguistics.ittakesliterarydiscourse（text）asitsobjectofstudyanduseslinguisticsasameanstothatend.stylisticanalysisisgenerallyconcernedwiththeuniquenessofatext;thatis，whatitisthatispeculiartotheusesoflanguageinaliterarytextfordeliveringthemessage.thisnaturallyinvolvescomparisonsofthelanguageofthetextwiththatusedinconventionaltypesofdiscourse.stylisticiansmayalsowishtocharacterizethestyleofaliterarytextbysystematicallycomparingthelanguageusesinthattextwiththoseinanother.hallidaypointsout，“thetextmaybeseenas"this"incontrastwith"that"，withanotherpoemoranothernovel;stylisticsstudiesareessentiallycomparativeinnature…”（1971：341）.onthispoints，widdowsonisofthesameopinionashalliday.hesays：“allliteraryappreciationiscomparative，asindeedisarecognitionofstylesingeneral”（1975：84）.thus，wemayconcludethatstylisticanalysisisanactivitythatishighlycomparativeinnature.2.astylisticanalysisofthespeech（ananalysisofsomeofthestylisticdevicesusedinthespeech.
martinlutherking"sspeechofaugust28，1963iswidelyregardedasoneofthemostpowerfuleverdeliveredintheunitedstates.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，expressingthespeaker"sstrongemotionoflongingforfreedom，justice，righteousnessandamuchmoreunitednationofallofgod"schildren.
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.nowisthetimetoopenthedoorsofopportunitytoallofgod"schildren.nowisthetimetoliftournationfromthequicksandsofracialinjusticetothesolidrockofbrotherhood.（par.4）inthisshortpassage，theclause“nowisthetimeto…”hasbeenusedfourtimestoemphasizethefierceurgencyof“now”andtoencourageandpersuadetheblackstotakeimmediateactiontoriseaboveandgaintheirownrightsandfreedom.2.2useofparallelismparallelismisanothersyntacticover-regularity.itmeansexactrepetitioninequivalentpositions.itdiffersfromsimplerepetitioninthattheidentitydoesnotextendtoabsoluteduplication，it“requiressomevariablefeatureofthepattern-somecontrastingelementswhichare"parallel"withrespecttotheirpositioninthepattern”（leech，1969：66）.toputitsimply，parallelismmeansthebalancingofsentenceelementsthataregrammaticallyequal.totakethemparallel，balancenounswithnouns，verbswithverbs，prepositionalphraseswithprepositionalphrases，clauseswithclauses，andsoforth.inhisspeech，martinlutherkingusesparallelismtocreateastrongrhythmtohelptheaudiencelineuphisideas.herearefewexamples：（5）…bythemanaclesofsegregationandthechainsofdiscrimination…（par.2，twoparallelnounphrases）（6）“thisisnotimetoengageintheluxuryofcoolingoffortotakethetranquilizingdragofgradualism.”（par.4，twoparallelinfinitivephrases：“toengage…totake…”）
（7）“therewillbeneitherrestnortranquilityinamerica…”（par.5，twoparallelnounsjoinedwith“neither…nor”）
itistraditionallybelievedthatparallelismisusedforthepurposeofemphasizingandenhancing，esp.inspeech，theideasexpressedbythespeaker（orauthorinwrittenversions），thusalwaysencouragingandinspiringtheaudience.weneednottobeverycarefullytofindoutmanymoreexamplesofparallelismusedinking"sspeechandclassifiedasisfollowed：
2.2.1parallelnouns：（8）thisnotwasapromisethatallmenwouldbeguaranteedtheinalienablerightsoflife，libertyandthepursuitofhappiness.（par.3，threeparallelnounsasattributive）（9）1963isnotanend，butabeginning（par5，twoparallelnounsjoinedwith“not…but…”）（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）（14withthisfaith，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.nowlet"scitesomeofthesimilesandmetaphorsusedinking"sspeech.
（18）onehundredyearslater，thenegrolivesonalonelyislandofpovertyinthemidstofavastoceanofmaterialprosperity.（par.2，metaphors）（19）butwerefusetobelievethatthebankofjusticeisbankrupt.werefusetobelievethatthereareinsufficientfundsinthegreatvaultsofopportunityforthisnation（par.4，metaphors）（20）thisisnotime…totakethetranquilizingdragofgradualism.（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.
reference[1].martinlutherking，jr.，ihaveadream，august28，1963[2].wangshouyuan，essentialsofenglishstylistics，shandonguniversitypress，july，2000[3].panshaozhang，englishrhetoricandwriting，shanghaitransportationuniversitypress，december，1998[4].widdowson，h.g.stylisticsandtheteachingofliterature，longman，1975
[5].leech，g.n.“"thisbreadibreak"languageandinterpretation”.ind.c.freeman.（ed.）.linguisticsandliteraturestyle.newyork：holt，rinhartwinston.
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