Critical Discourse Analysis 批評(píng)性語(yǔ)篇分析課件

CriticalDiscourseAnalysis第八組213107005徐曉霞213107009董曉琳213107021馬夢(mèng)琪213107026李華2.1TherelationshipbetweenCLandCDA2.2TheIntroductionofCDA2.2.1thedefinitionofCDA2.2.2theaimsofCDA2.2.3therequirementsofCDA2.2.4theprinciplesofCDA2.3ThemainsectsofCDA2.3.1社會(huì)變革論2.3.2語(yǔ)篇?dú)v史論2.3.3社會(huì)認(rèn)知論

2.4ThemethodologyofCDA2.4.1systemicfunctionalgrammaranalysis,2.4.2genreanalysisoftheinterleaver2.4.3historicalbackgrounddiscourseanalysis.2.4.4methodologicalframeworkofdepthhermeneutics

Inthelate1970s,agroupofHallidayanlinguistisattheUniversityofEastAngliabeganapplyingtheterm'criticallinguistics'(CL)intheirresearchonlanguageuseindifferentinstitutions.Kress&Hodgeassumedstrongandpervasiveconnectionsbetweenlinguisticstructureandsocialstructure,claimingthatdiscoursecannotexistwithoutsocialmeanings.Theauthorsreactedstronglyagainstcontemporarytrendsinpragmatics(e.gspeechacttheory)andLabovianquantitativessociolinguistics.2.1CL/CDA

In1989,NormanFaircloughputupwithCDA.HeseesthevalueofCDAasamethidtobeusedalongsideothersinresearchonsocialandculturechange,andasaresourceinstrugglesagainstexploitationanddomination.Faircloughismainlyconcernedwiththestudyofpowerandinstitutionaldiscouse,stressingtheintertextualityofdifferentformsofsocialpractice,likeforexampletherelationshipsbetweenthesocialpractices'educationsystems'and'advertising'.Inhisview,languageuseisalwayssimultaneouslyconstitutiveofsocialidentites,socialrelationsandsystemsofknowledgeandbelief.

CDA在彌補(bǔ)CL的缺陷、堅(jiān)持CL的“critical”內(nèi)核的同時(shí),拓寬了CL的批評(píng)視角。在術(shù)語(yǔ)使用上,CDA沿用CL中的“critical”,體現(xiàn)出CDA堅(jiān)持了CL的“critical”內(nèi)核;舍棄“l(fā)inguistics”而采用“discourse”則表明CDA不局限在系統(tǒng)功能語(yǔ)言學(xué)之中,而是接受社會(huì)科學(xué)中“discourse”的概念(如Foucault,1972,1984關(guān)于話語(yǔ)的論述),吸收批評(píng)社會(huì)科學(xué)和對(duì)后現(xiàn)代社會(huì)變革批評(píng)研究的成果,在更廣闊的社會(huì)環(huán)境中研究語(yǔ)言運(yùn)用;至于“analysis”則是強(qiáng)調(diào)CDA的解釋(interpretation)作用,批評(píng)話語(yǔ)分析家通過(guò)對(duì)文本的解釋來(lái)證明話語(yǔ)生產(chǎn)者的權(quán)力運(yùn)用并表明分析家本身對(duì)社會(huì)變革的參與。

Criticaldiscourseanalysis,ananalyticmethodspringingupinlate1970sandearly1980s,mainlystudiespublicdiscoursesandnon-literaturediscourses.Itattachesgreatimportancetoanalyzingproduction,transmissionandreceptionofdiscourseundersocialandhistoricalbackground.Itaimstodiscloserelationsamonglanguage,powerandideology.ItsmethodologyisbuiltonHalliday'ssystemic-functionallinguistics.

Criticaldiscourseanalysis(CDA)isaninterdisciplinaryapproachtothestudyofdiscoursethatviewslanguageasaformofsocialpracticeandfocusesonthewayssocialandpoliticaldominationarereproducedintextandtalk.

CDAshoulddealprimarilywiththediscoursedimensionsofpowerabuseandtheinjusticeandinequalitythatresultfromit.

2.2TheDefinitionofCDA2.2.1TheaimsofCDA

Thepurposeofcriticaldiscourseanalysisistofocusonsocialandpoliticalproblems,mainlythoseinvolvinginequalityandpowerdominance.Thereactionsofpeopleofdifferentsexualorientations,classes,agegroups,locationsandothergroupsallvaryaccordingtotheirownideologies.Thosewhopracticecriticaldiscourseanalysisacceptcertainfactsonthesocialandpoliticalissues.Theendgoalistochangeorstopthesocialorpoliticalproblemofinequality.2.2.2TherequirementsofCDA

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Asisoftenthecaseformoremarginalresearchtraditions,CDAresearchhastobe"better"thanotherresearchinordertobeaccepted.?

Itfocusesprimarilyon,socialproblemsandpoliticalissues,ratherthanoncurrentparadigmsandfashions.?

Empiricallyadequatecriticalanalysisofsocialproblemsisusuallymultidisciplinary.?

Ratherthanmerelydescribediscoursestructures,ittriestoexplainthemintermsof

propertiesofsocialinteractionandespeciallysocialstructure.?Morespecifically,CDAfocusesonthewaysdiscoursestructuresenact,confirm,

legitimate,reproduce,orchallengerelationsofpoweranddominanceinsociety.

FaircloughLancasterSchool社會(huì)變革論

WodakViennaSchool語(yǔ)篇?dú)v史法

WetherellLoughboroughSchool話語(yǔ)心理學(xué)

Kress&VanLeeuwen社會(huì)符號(hào)學(xué)

VanDijk社會(huì)認(rèn)知法

2.3TheSectsofCDA2.3.1Fairclough社會(huì)變革論Three-dimensionalframework（三維分析框架）includestext,discoursiveandsocialpractice.

Threelevelsincludesdescribe,interpretandexplain.

Fivesteps,1)鎖定一個(gè)與話語(yǔ)有關(guān)的社會(huì)問(wèn)題2)通過(guò)對(duì)話語(yǔ)本身、話語(yǔ)所在社會(huì)實(shí)踐網(wǎng)絡(luò)以及話語(yǔ)與該社會(huì)實(shí)踐中其他成分之間的關(guān)系的分析，確定處理該問(wèn)題要跨越的障礙3)考慮解決該問(wèn)題是否涉及社會(huì)秩序4)確認(rèn)克服障礙的方法5)進(jìn)行批判性反思分析

2.3.2Wodak語(yǔ)篇?dú)v史論話語(yǔ)歷史分析法：把所有的背景信息融合起來(lái)，分析和解釋公眾話語(yǔ)中的種族主義思想和偏見(jiàn)，這種方法適合分析話語(yǔ)中隱含的偏見(jiàn)，解釋偏見(jiàn)話語(yǔ)中的語(yǔ)碼和暗指。與Fairclough相似，Wodak把話語(yǔ)定義為“從某一特定角度，表示某一特定社會(huì)實(shí)踐的意義”。Wodak和Weiss還認(rèn)為，口語(yǔ)和書(shū)面語(yǔ)也是一種社會(huì)實(shí)踐，社會(huì)是一個(gè)很復(fù)雜的現(xiàn)象，不能簡(jiǎn)單地理解為因果關(guān)系，話語(yǔ)實(shí)踐與其所處的行為場(chǎng)域存在一種辯證關(guān)系。在這二者構(gòu)建與被構(gòu)建的過(guò)程中，語(yǔ)境是一個(gè)重要的因素。Fourlevels：

1)語(yǔ)言的文本在內(nèi)的上下文關(guān)系2)語(yǔ)段、文本、體裁和互文性和話語(yǔ)間性關(guān)系3)語(yǔ)言外在的社會(huì)變量以及該語(yǔ)境所涉及的機(jī)構(gòu)框架4)更為寬泛的社會(huì)歷史語(yǔ)境語(yǔ)境理論描述性2.3.3VanDijk社會(huì)認(rèn)知論從社會(huì)認(rèn)知的角度研究了話語(yǔ)中對(duì)種族和少數(shù)民族歧視，以及權(quán)勢(shì)和不平等等問(wèn)題。VanDijk把話語(yǔ)看成一個(gè)交際事件和言語(yǔ)成品，是各種意義的表現(xiàn)形式，包括互動(dòng)話語(yǔ)、書(shū)寫(xiě)文本、相關(guān)的手勢(shì)、面部表情、印刷布局以及其他的符號(hào)等。在VanDijk看來(lái)，話語(yǔ)與語(yǔ)境之間的關(guān)系是批評(píng)話語(yǔ)分析中重要的考察內(nèi)容之一。語(yǔ)境在體現(xiàn)話語(yǔ)的意識(shí)形態(tài)方面有重要作用，不僅可以反映社會(huì)環(huán)境中所有結(jié)構(gòu)性特征，而且還跟篇章話語(yǔ)的產(chǎn)生過(guò)程、結(jié)構(gòu)、解釋和功能有關(guān)。語(yǔ)場(chǎng)如果涉及社會(huì)群體的目標(biāo)和利益，語(yǔ)篇就會(huì)出現(xiàn)表達(dá)群體身份、活動(dòng)、價(jià)值觀、立場(chǎng)的詞匯與法，就會(huì)包含濃厚的思想意識(shí)。Sevenaspects

1)話題選擇

2)圖式組織

3)詞匯化

4)文體

5)修辭

6)局部意義和連貫

7)含義和預(yù)設(shè)

2.4Methodology

Criticaldiscourseanalysismainlyhasthreeways,whicharesystemicfunctionalgrammaranalysis,

genreanalysisoftheinterleaverandhistoricalbackgrounddiscourseanalysis.Thesethreemethodsfocusondifferentaspectsandcomplementoneanother.Theyenablecriticaldiscourseanalysistobetheimportantcomplementoftraditionallysocialandculturalanalysisaswellasakindofsocialactivity,whichbooststheprogressofhumansociety.

nominalization(名物化)

passivization(被動(dòng)化)

quote(原話引述)

report(間接引述)

其他手段還有字體的選擇、照片的運(yùn)用、排版的位置等,都與視覺(jué)效果有很