A Study on Interactional Metadiscourse and its Persuasive Functions in Educational TED Speeches TED教育类演讲中互动元话语及其劝说功能研究文献综述

 2023-04-26 10:07:41

文献综述

1.Introduction1.1 Research backgroundMetadiscourse, a term used frequently in discourse analysis, pragmatics and language teaching over the past 40 years (Hyland, 2017), is regarded as discourse about discourse (Williams, 1981: 212). Metadiscourse is employed to organize the propositional content into a coherent discourse and to guide the listeners or the readers to interpret and evaluate the text or talk. This concept has attracted the attention of researchers from diverse fields because of its significant function in both written and oral communication. Researchers have explored it from different aspects such as social communication, psycholinguistics, function, and cognition (Schiffrin, 1980; Keller, 1979; Abdi, 2002; Dahl, 2004; Harwood, 2005). Nevertheless, metadiscourse is employed to organize discourse in a persuasive way because it helps authors to achieve their persuasive goals by projecting their own interests, opinions and evaluations into discourse and to organize ideas while considering audiences possible reactions at the same time (Hyland, 2005). These effects of metadiscourse correspond to three means of persuasion proposed by Aristotle (1981), which lays the foundation for the realization of persuasion. To investigate how metadiscourse enhances persuasion of the discourse, subcategories of metadiscourse are examined to explore which appeal is realized in discourse.As a relatively new type of public speech, TED talks include a great deal of topics and its content is of easy availability. In the course of a speech, the speaker tends to use metadiscourse to enhance the persuasion of the discourse and to make the audience better accept speakers ideas, thoughts and concepts. TED talks provide abundant research materials for linguists in the field of discourse analysis. However, the indispensable role of metadiscourse in accomplishing persuasive purpose of speech is neglected. According toWangs analysis about the register features of English TED talks , talks on educational subject are the most persuasive speech compared with other talks as the speakers attempt to persuade their listeners to follow the professional suggestions on educational issues (Wang, 2021). Therefore, they are proper materials for analysis of the interactional metadiscourse and its persuasive effect. In the previous research, it can be concluded that the writing genres remain the main focus of studies, while the spoken discourse is largely unexplored for various reasons. Public speech is a relatively new field for research into metadiscourse, let alone the study on interactional metadiscourse and its persuasive functions in public speeches. Given the above limitations of previous studies, the present study intends to explore how speakers realize the persuasion of discourse through the use of interactional metadiscourse in oral communication. Metadiscourse is used by speakers to express their views, interact with audiences, and influence audiences to understand discourse. Educational TED talk, an academic and persuasive discourse, is considered as the ideal corpus to study the persuasive functions of the interactional metadiscourse.1.2 Need of the studyThis thesis is of great value for its theoretical and practical significance.Theoretically, this thesis enriches the empirical studies on metadiscourse. First and foremost, previous studies mainly focus on the metadiscourse in the written genres. Even the studies on public speech usually pay attention to political speech and academic speech. By analyzing interactional metadiscourse in educational TED talks, this study extends the scope of research on metadiscourse in spoken discourse. Secondly, the studies of metadiscourse in spoken discourse from a rhetorical perspective are relatively insufficient. This thesis attempts to analyze the persuasive function of interactional metadiscourse in educational TED speeches and how the persuasive strategies are employed by the speaker. It could enrich the relevant studies on the persuasive effects of metadiscourse in spoken discourse, and offer theoretical reference for future research. Practically, this study provides lecturers, teachers and students with valuable guidance on proper application of interactional metadiscourse in composing and delivering their speech to achieve the effective persuasion. Although metadiscourse including interactional metadiscourse is considered to be effective language resource to enhance communication and convey the speakers views to the listener, there exist few instructions about its proper application in spoken discourse, let alone in speeches. Hence this study attempts to provide enlightenment and guidance about the proper use of interactional discourse to enhance the effect of persuasion in speech.1.3 Research purposesAs to the purposes of the research, this study aims to explore the persuasive function of interactional metadiscourse existing in the educational TED talks. Firstly, according to the categorization system of Hylands interpersonal model of metadiscourse and Aristotles rhetorical persuasion theory, the present study aims to investigate the distribution features of the interactional metadiscourse resources adopted in educational TED speeches. To be specific, the occurrence frequency and distribution ofinteractional metadiscourses subcategories are analyzed in this study. Secondly, this study is aimed at analyzing how interactional metadiscourse is contributed to the realization of three appeals of persuasion, namely, logos, ethos and pathos through drawing specific instances in TED talks on educational subject. To put it in another way, it discloses how speakers organize their discourse in a coherent and convincing way and how they engage audiences into discourse in an persuasive way.2.Literature review2.1 Theoretical studies on metadiscourse2.1.1 Definitions of metadiscourseMetadiscourse is firstly put forward by Zellig Harris, which aims to provide a method to understand language usage and the ideas expressed by writers or speakers and guide the audiences or readers interpretation of discourse (Hyland, 2005). However, it is not easy to set a clear boundary of the definition of metadiscourse. On the whole, the definition of metadiscourse made by the scholars can be divided into two main perspectives, which are the marrow perspective and the broad perspective.The definition of metadiscourse from a narrow perspective attaches importance on its function of organizing texts instead of the interpersonal aspect of metadiscourse. Mauranen (1993: 142) defines metatext as text about the text, which indicates that his view of the role of metadiscourse is organizing. Adel (2006: 16) uses text reflexivity and regards metadiscourse as text about the evolving text, or the writers explicit commentary on her own ongoing discourse.While from the broad perspective, metadiscourse possesses both textual function and interpersonal function. Williams (1981: 226) defines metadiscourse as: writing about writing, whatever does not refer to the subject matter being addressed. Whats more, Crismores (1989) definition about metadiscourse is a rhetorical act relating to interaction between writer, reader, and text. Vande Kopple (1997) gives the definition of metadiscourse as discourse that people use not to expand referential material but to help their readers connect, organize, interpret, evaluate, and develop attitudes toward that material. While Hyland points out that metadiscourse is not a simple concept, but as a method and an important way which has functions of promoting communication, improving readability and constructing relationship with audience (Hyland, 2005:5). In other words, it emphasizes the interaction between speakers and audience. The definition given by Hyland (2005) is adopted in this study because this definition takes interactional aspect of metadiscourse into consideration. TED talks pay attention to listeners and attempt to persuade them to accept views through effective interaction. Thus it is proper to adopt this definition in the research.2.1.2 Categorizations of metadiscourseBecause of the different definitions of metadiscourse, different models of classifications on metadiscourse vary from scholars. The metadiscourse markers are mainly divided into textual metadiscourse and interpersonal metadiscourse (Vande Kopple, 1985; Crismore et al., 1993). In this part, four main categorizations respectively put forward by Williams (1981), Vande Kopple (1985), Crismore et al. (1993) and Hyland (2005) will be introduced here. Williams (1981) categorizes metadiscourse into three broad categories with two subcategories under each of them: hedges and emphatics; sequencers and topicalizers; attributers and narrators.The categorization system proposed by Vande Kopple (1985) includes seven kinds of metadiscourse makers under two major categories: textual and interpersonal metadiscourse. Under the category of texutal metadiscourse, it includes text connectives, code glosses, illocution markers, narrators, and under the category of interpersonal metadiscourse, it includes validity markers, attitude markers and commentary.Based on the model put forward by Vande Kopple, Crismore et al (1993) makes a refinement on it. Although it still possesses the textual and interpersonal metadiscourse, some categories are deleted or reorganized compared with Vande Kopples model. It becomes more complete and detailed.However, there still exist some drawbacks in Crismore et als revised model. For the sake of overcoming problems and perfecting it, Hyland (2005) builds the interpersonal metadiscourse model, which focuses on the interaction between the authors and readers or the speakers and listeners. The textual metadiscourse and interpersonal metadiscourse are respectively replaced with interactive metadiscourse and interactional metadiscourse, and each contains five subcategories. Considering that Hylands model emphasizes the element of interaction, this thesis employs it to identify the interactional metadiscourse and analyze the construction of persuasion because of the interpersonal feature of TED talks, which attempt to influence listeners attitudes and behaviors through persuading. Whats more, Hylands classification of interactional metadiscourse is more detailed, which is helpful to the analysis in this study. Hence Hylands model is applied in this thesis.2.2 Empirical studies on persuasive functions of metadiscourseThe persuasive functions of metadiscourse have been studied by scholars in diverse genres, such as academic discourse (Crismore et al., 1989; Hyland, 1998), E-mails (Ho, 2018), news discourse (Dafouz-Milne, 2008), political speech (Xu amp; Liu, 2020) etc.Hyland (1998) analyzes 28 academic articles to explore the relationship between the use of metadiscourse and the rhetorical context. The study finds that the relationship between metadiscourse and its rhetorical context helps to make academic writing more persuasive. Ju (2013) explores metadiscourses realization of Aristotles three appeals of persuasion in English and Chinese academic papers, which finds similarities and differences in the use of metadiscourse and rhetorical strategies between English and Chinese academic discourse. In the study of metadiscourse in e-mails, Ho (2018) analyzes the way professionals use metadiscourse in 650 e-mails. The study shows that the professionals can achieve the goal of persuading colleagues to accept requests by rational appeal, credible appeal, and emotional appeal through applying proper metadiscourse in the e-mails. As to the discourse of news, Dafouz-Milne (2008) compares the persuasive function of metadiscourse markers in English and that in Spanish elite newspapers and find that the textual and interpersonal markers all play an important role in achieving the persuasion effect. Whats more, Xu amp; Liu (2020) study the persuasive function of metadiscourse in the Russian political text and find that the interactional metadiscourse is used more than interactive metadiscourse. And the metadiscourse is employed to achieve the realization of three appeals of persuasion.By reviewing previous empirical studies on persuasive function of metadiscourse, it can be concluded that they mainly focus on the metadiscourse in various genres of written discourse or spoken discourse. Little effort has been devoted to the analysis of persuasive function of metadiscourse in public speech such as TED talks. To complement the related study, this thesis aims to study the persuasive function of metadiscourse in TED talks.2.3 Previous studies on TED talksTed talks, a new type of public speech, has the property of both academy and recreation. It is aimed at spreading ideas which are of great value. It also attracts the attention of worldwide scholars. For example, Di Carlo (2015) explores the stance in TED talks through analyzing the strategic use of subjective adjectives. Crible et al (2019) make a parallel corpus study of underspecification in five languages to study the functions and translations of discourse markers in TED Talks.As to the domestic research, some researches combine speech with classroom teaching. For instances, Lu (2013) discusses the application of Ted talks in oral English teaching and its influence on enhancing listening and oral expression ability of undergraduates. Zhao (2016) summarizes the three-step model of taking Ted talks as a supplement to English teaching. From the perspective of meta-awareness, Jiang (2020) makes an analysis of the metapragmatic awareness of metadiscourse in TED talks. Huang (2019) also studiesmetapragmatic awareness of the discourse marker in TED speech.There also exist some studies about the identity construction in TED speech. Chen amp; Zhang (2018) analyze how TED speakers employ discourse strategies to construct the identities of authoritative, professional and knowledgeable expert in the TED speeches. And Wang (2019) compares identity construction between male and female TED speakers through taking TED talks as the corpus. From these studies, it can be found that scholars choose TED talks as materials for studies in multiple fields such as classroom teaching, meta-awareness, identity construction, etc. It also shows that TED talks, with their worldwide interest and attention, have provided meaningful research materials for academics as a new genre. The deficiency is that the persuasive function of metadiscourse in TED talks has been neglected. In light of this defect, this thesis explores the persuasive function of metadiscourse in educational TED talks.2.4 Research gapAccording to the review, it can be concluded that studies on the persuasive function of metadiscourse mainly concentrate on certain genres such as written discourse, while public speech especially TED talk is rarely explored. Whats more, previous studies analyze both interactive metadiscourse and interactional metadiscourse to study the persuasive function. Few of them focus on only one kind of metadiscourse. Compared with interactive matadiscourse, interactional metadiscourse plays a significant role in delivering messages effectively to readers (Hyland, 2005). It concerns the way in which speakers conduct interaction and let listeners accept their views. Few scholars analyze interactional metadiscourse and its persuasive function in one kind of discourse. 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