小论文A Brief Stylistic Analysis of What Adults Can Learn from Kids Delivered by Adora Svitak.docx
- 文档编号:4622604
- 上传时间:2022-12-07
- 格式:DOCX
- 页数:8
- 大小:22.79KB
小论文A Brief Stylistic Analysis of What Adults Can Learn from Kids Delivered by Adora Svitak.docx
《小论文A Brief Stylistic Analysis of What Adults Can Learn from Kids Delivered by Adora Svitak.docx》由会员分享,可在线阅读,更多相关《小论文A Brief Stylistic Analysis of What Adults Can Learn from Kids Delivered by Adora Svitak.docx(8页珍藏版)》请在冰豆网上搜索。
小论文ABriefStylisticAnalysisofWhatAdultsCanLearnfromKidsDeliveredbyAdoraSvitak
文体与修辞课程论文
ABriefStylisticAnalysisof“WhatAdultsCanLearnfromKids”DeliveredbyAdoraSvitak
姓名***
班级10级英语1班
学号***********
摘要
公众演讲是指在公共场所发表的演说,例如大学里的公开课或者研讨会,教堂里的宗教讲道,领导在会议及大会上发表的讲话以及总统选举发表的就职演说等。
本文主要研究的是公众演讲中的语言文体特征,本文的研究素材属于公众演讲中的介绍性演讲,简洁明了且目的明确;是选自美国华裔女童邹奇奇——在TED所演讲的“成年人能从孩子身上学到什么”。
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
14
8
2
4
12
21
4
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
Quantity
16
21
13
14
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
Sum
48
10
2
4
Percentage
75%
15.7%
3.1%
6.2%
Wecangainsomethingfromtheabovetable,whichthesimplepresenttenseisthemajortenseinAdora’spub
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 小论文A Brief Stylistic Analysis of What Adults Can Learn from Kids Delivered by Adora Svitak 论文
链接地址:https://www.bdocx.com/doc/4622604.html