小论文A Brief Stylistic Analysis of What Adults Can Learn from Kids Delivered by Adora SvitakWord下载.docx
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小论文A Brief Stylistic Analysis of What Adults Can Learn from Kids Delivered by Adora SvitakWord下载.docx
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本文运用实用文体学理论,从语音特征、语相特征、词汇特征、句法特征以及语义特征等四个不同的方面对邹奇奇的演讲进行了细致的文体分析。
本文对公众演讲的实际分析不仅使我们更全面的了解公众演讲的文体特征和结构特征,并且更好的欣赏并学习演讲者为达到演讲的最终目的而采取的各种演讲技巧。
关键词:
公众演讲、邹奇奇、文体分析、文体特征
Abstract
Publicspeechesarespeechesdeliveredinpublicforaspecialpurpose,suchasopen-classlecturesorseminarsinauniversity,religiouspreachesinthechurch,speechesdeliveredatameetingorconference,andtheinauguraladdressofthepresidentelect,etc.Thispaperismainlytostudythestylesoflanguageusedinthepublicspeeches,anditsresearchmaterialbelongstotheinformativespeech,itsremarkablecharacteristicsareclarityandsimplicity.Thespeech--WhatAdultsCanLearnfromKids,isselectedfromtheTED,whichisdeliveredbyaChineseAmericangirlAdoraSvitak.
Thisthesisisanattempttoapplythetheoriesofpracticalstylisticstoanalyzethestyleofthepublicspeeches.Inthisarticle,AdoraSvitak’sspeechwillmainlybeanalyzedfromfouraspects,namely,phonological,lexical,syntactic,andsemanticlevels.Bythepracticalstudyofthispublicspeaking,wecannotonlycomprehendthestylefeaturesofpublicspeechbutalsoappreciateandlearnthespeaker’sskillsofachievingthepurposeofthespeaking.
KeyWords:
publicspeech,AdoraSvitak,stylisticanalysis,stylisticfeatures
1.Introduction
“WhatAdultsCanLearnfromKids”,whichisdeliveredbyAdoraSvitak,aChineseAmericangirlhasbeencalledthemostclevergirlintheworld,onFebruary2010onthestageofTEDinLongBeach.Theaudienceincludingmanyacademicelitesindifferentfieldsandthemajorityofthemareadults,whilethespeakerisjustathirteen-year-oldgirl.AndthelittlegirlAdoraSvitaksaystheworldneeds“childish”thinking:
boldideas,wildcreativityandoptimism.Kid’sbigdreamsdeservehighexpectations,andshesays,startingwithgrownups’willingnesstolearnfromchildrenasmuchastoteach.Reviewingthewholespeechinsuchcontext,wefindoutmanystylisticfeaturesinthisspeechanditreallydeservesourexplorationtoexhibitwhatthestylisticcharacteristicsofinformativespeechare.Theexaminationwillbecarriedoutinfourperspectives,namely,phonological,lexical,syntacticalandsemanticanalyses.
2.AStylisticAnalysisofSpeech
2.1PhonologicalFeatures
Phonologicaldevicesplayaveryimportantroleinpublicspeeches,sincetheyaredeliveredorally.Therefore,skillfuluseandcontrolofvoice,pitch,pause,tempoandtheemploymentofvariousphoneticfiguresofspeechsuchasalliteration,assonance,consonanceshouldbeessentialtothesuccessofthedelivery.Here,themainfocusisputonstress,rhymeandtempo.
2.1.1Stress
Stressisdefinedastheprominenceofsounds.Itistheresultofextraforceusedinpronouncingaparticularwordorasyllable.Itisaveryimportantwayofexpressingdifferentfeelingsorimplyingdifferentmeaningsinoralcommunication.Inordertoexpressheremotionandideasmoreeffectively,Adorauseslotsofstressinherspeech,sowecaneasilyfindstressinthisspeaking,forinstance,thelastsentenceinthefirstparagraph,“Askyourself:
Who'
sresponsible?
”Adults.Inthissentence,both“Who”and“Adults”arestressed,whichshowthespeaker’ssurpriseanddoubttothequestionandtheanswer.
2.1.2Rhyme
Rhymeistherepetitionofidenticalendsounds.Anditincludesalliteration,assonanceandconsonance.RhymeisoneofthekeypointstomakeyourspeechsoundsmorerhythmicallyandinAdora’sspeech,wecanfindsomealliteration,suchas“irresponsibilityandirrationalthinking”inthesecondparagraphand“broken-heartedsnakesandbaconboys”inthefourthparagraph.Andtherearealsosomeparallelisminthespeech,theparalleledwordsorsyntacticalstructuresfosteraflexibletensionbetweenstressedandunstressedsyllables,acceleratedanddeceleratedpaceofspeakingandproducedaconsistentrhythmicalcadence.AndallofthesemakeAdora’sspeakingmoreencouragingandmotivational.Adoraeffectivelyactivatedinthemindsofaudienceacreativeandambitiousgeneration.
2.1.3Tempo
Temporeferstothespeedofspeaking.Thespeedofspeakingofaparticularpersonisusuallysteady.Butwhenwearemakingapublicspeech,ourtempoisusuallychange.Therearemanydifferentkindsoftemporeflectedinbothmonosyllablesandsentences.Adoraopenedherspeechatapaceof136wordsperminute,thepaceofthemiddlesectionofherspeechreachupto179perminuteandshefinisheditat121.SowecanknowthatthetempoofAdora’sspeechisintheincreasing“accele-rando”firstandtheninthedecreasing“rallentando”.AndthequicktempoinAdora’sspeakingindicatestheherexcitementandenthusiasm.
2.2LexicalFeatures
Lexisreferstothechoiceofwordsandexpressions,andhere,wewillfocusourattentionontheuseofbigwords(wordsmorethan6letters)andthefirstpersonpronounsandthesecondpersonpronouns.
2.2.1UsesofBigWordsandAbstractWords
Publicspeechastheveryformalactivity,itisdevotesparticularcaretothechoiceofwords.Thewordsusedinpublicspeechisobviouslydifficultandcomplicatedthanthedailyconversation.Andcomparatively,therearemorebigwordsandabstractwordsthansimplewords.
Theuseofbigwordsandabstractwordsismoreinformativeandcanevokevividimagesinthehearer’smind.WecanfindmanybigwordsinAdora’sspeechlikefrequent,irrational,exhibit,responsible,abolish,benefit,depleted,scarce,audacity,prevalentlyandsoon.Andontheotherhand,theusesoftheabstractwordsinpublicspeechisthedistinctfeature.Thiskindsofwordsareparticularprominenceinthisspeech,forexample,challenge,behavior,knowledge,childhood,reality,heirloometc.Theusesofthesewordsnotonlyincreasethedifficultyofunderstanding,butalsomakelanguagemoreofficialandserious,increasethecredibilityofthespeech.
2.2.2UsesofPersonPronouns
Theotherlexicalfeaturesofpublicspeechistheusesofthefirstpersonpronouns.Generallyspeaking,thefirstpersonpronouns(I,we)andthesecondpersonpronouns(You)arefrequentlyused,Thethirdpersonpronounsarerarelyused.Theparticularusageofthepersonpronounscanbeseeninthefollowingtable.
Table1:
Theusageofthepersonpronouns
PersonPronouns
Thefirstpersonpronouns
Thesecondpersonpronouns
Thethirdpersonpronouns
Category
we
I
me
our
us
my
you
your
they
their
Quantity
14
8
2
4
12
21
6
3
Sum
54
25
9
Accordingtotheabovetable,wecanseethattheusageofthefirstpersonpronounsI,me,our,us,we,myandthesecondpersonpronounsyou,yourarefrequent,whilethethirdpersonpronounsthey,theirusedmuchless.ThisisbecausewhenthespeakerAdorareferstoherselforherownopinionshewouldliketousethefirstpersonpronouns,forthefirstpersonpronounsmaketheaudiencefeelintimate.Henceitiseasytowinthesupportoftheaudience.Andinthisspeeches,thefirstpersonpronounsreferstothechildren,whilethesecondpersonpronounsistheadults.ThefrequentusageofweandyouhereistoexpressAdora’sideasaboutyouadultsandwechildren,andshealwayscatchtheattentionofaudience.
2.3SyntacticFeatures
Althoughthepublicspeechismoreseriousthanthedailyconversation,itlessofficialthanthescientificandlegalstyle.Whileinsuchaformalspeech,thecapabilityofthesentencesarefullyextended,thefunctionofthesentencesarefurtherimproved.Thelengthofthesentencesisthepreconditionoflageramountofinformationandimprovingtheexpressionofallkindsoflogicrelations.Sowewillanalyzethesyntacticfeaturesinsentencelengthandtenses.
2.3.1SentenceLength
Thereare64sentencesand1258wordsinAdora’sspeech,andthelengthofaveragesentenceare19.7words,it’slongerthantheaverageEnglishsentencelength--17.6wordspersentence.Andinthisspeech,thelongestsentencewhichhas48wordsinthesixthparagraphandtheshortestsentenceonlyhas1wordinthefirstparagraph.
Table2:
Sentenceslength
SentenceLength
0-10
10-20
21-30
>
30
16
13
Percentage
25%
32.9%
20.3%
21.8%
Fromtheabovetable,wecanknowthatthemostofsentencesinAdora’sspeechare10-30words,about53.7%,thesentenceswhichwordslessthan10are25%.Andtheshortsentenceslikethisareterseandforceful.Forinstance,theshortestsentencesinthisspeech,“adults”,theonlywordsentencebringsoutthethemeofAdora’sspeechaccurately.Inaddition,thelongsentencescanexpressthecomparativelycomplexrelationsandshowthegracefulstylisticeffects.
2.3.2Tenses
Tensesusedinpublicspeechesarecomplicated.But,theflexibleusesofthetensesisalsothebasicqualityofbeingapublicspeaker.Generallyspeaking,themaintenseofthepublicspeechisthesimplepresenttense;
whilethesimplepasttense,thefutureindefinitetenseandthepresentperfecttensearealsocommonlyusedtensesinpublicspeeches.
Table3:
Thecategoryoftenses
Tense
Simplepresent
Simplepast
Futureindefinite
Presentperfect
48
10
2
4
Percentage
75%
15.7%
3.1%
6.2%
Wecangainsomethingfromtheabovetable,whichthesimplepresenttenseisthemajortenseinAdora’spub
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