教育部工作计划语篇的批评性分析

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Acknowledgements

Many people have assisted me in the preparation of this thesis. I would like to

express my sincere gratitude to those who have contributed to this thesis directly and

indirectly.

First and foremost, I would like to express my heartfelt thanks to Associate Prof.

Gao Jun, my respectable supervisor, for her valuable advice and suggestions. Without

my supervisor’s patient help and encouragement, I would not have been able to

complete this thesis. And I’m grateful for her heuristic instruction during the two years’

study in the University of Shanghai for Science and Technology. Her meticulousness in

doing academic research will exert an enduring beneficial influence on me in the future.

My gratitude also goes to the professors who have taught me and/or enlightened

me during my study.

Furthermore, I will give my special gratitude to my parents. They have been

supporting and encouraging me all the time. Their love has meant an awful lot to me

over the years. Last but not least, I wish to thank all my friends, classmates and

roommates for their unstinting help and encouragement.

ABSTRACT

This thesis conducts a critical analysis of the working plans of the Ministry of

Education in 2009 and 2000 from the perspective of Critical Discourse Analysis.

Critical Discourse Analysis (CDA) is a discourse analysis model based on the

social practice, which does not aim to deny or criticize the connotation of the discourse

but to analyze and reveal the discourse implications consciously or unconsciously

hidden by the common sense or ideology from a relatively objective perspective so as to

make the discourse understood more thoroughly. CDA itself can not be regarded as a

kind of specific approach. It acts as the carrier of all kinds of methodologies which are

applied to achieve a full awareness about the discourse and make the textual meaning

more transparent. From the perspective of CDA, any discourse is influenced by

ideology, social circumstance or other social elements more or less instead of being

absolutely objective. Based on this, this thesis applies Fairclough’s Three-dimensional

framework and Halliday’s Systemic Functional Linguistics to analyze the working plans

of the Ministry of Education so as to reveal the implied ideology, power and other

social elements.

This thesis makes a critical analysis from both macroscopic and microscopic

perspectives. On the one hand, based on the theory of Halliday’s Systemic Functional

Linguistics the author describes the linguistic features of the working plans: transitivity,

modality and lexical choice and analyzes how the nonlinguistic elements work in the

process of producing the discourses. On the other hand, in light of Fairclough’s

Three-dimensional framework and in accordance with the social and historical

conditions, the author makes a comparative analysis of the discourses to explain the

relation between the target discourses and the social structure. That is to say, this thesis

aims to reveal how the social conditions and development influence the production of

the discourses and how the discourses reflect and react on the social elements. The

author takes the working plans of the Ministry of Education in 2000 and 2009 as the

target discourses because they are endowed with certain representativeness. These two

discourses come into being at the beginning of the new century. And the span from

2000 to 2009 is a special period of the social overall development, so the specific social

backgrounds of the two discourses are different in the strict sense.

III

This thesis traces the definition and theoretical basis of CDA and especially

identifies the three essential concerns of CDA, that is, the relationship between language

and ideology, language and power, language and society. This thesis also briefly

introduces Fairclough’s Three-dimensional framework and Halliday’s systematic

functional linguistics. This thesis mainly focuses on three aspects, i.e. transitivity,

modality and lexical choice. Based on Halliday’s concept of transitivity, the author

makes an analysis of the processes, the relevant participants and circumstantial elements

to reveal that addresser (that is, the Ministry of Education) plays an active role in the

educational development and leads the direction of development as. And at the same

time, the Ministry of Education is under the lead and instruction of the state and its

relative policies. Through the analysis of modality, this thesis reveals how the addresser

persuades the addressees. Based on the analysis of the lexical choice, this thesis points

out that the addresser’s power over the educational development.

This thesis combines the theories of CDA and the analysis of the specific

discourses to reveal the hidden power relation and ideology and claim that the working

plans of the Ministry of Education are also influenced by the social circumstance is also

a carrier of ideology.

Key words: working plan, transitivity, modality, power, ideology

摘要

本论文主要从批评语篇分析视角对教育部 2009 年及 2000 年两个工作计划进

行批评性分析。

批评语篇分析是以社会实践为基础的话语分析模式，它不是对语篇内涵的否

定和批判，是对语篇隐含的人们习以为常的或者意识形态的意义的一种分析和揭

示，是为了更好更深刻的理解语篇。批评性话语分析本身不是一种方法，它是各

种方法论的载体，是多种语篇分析手段的综合运用以达到对语篇的透彻理解，使

语篇意义更加透明化。从批评视角看，任何语篇都不是绝对客观的，而是或多或

少的受到意识形态，社会环境或其他因素的影响。本文以此为依据，运用费尔克

劳的三维分析模式和韩礼德的系统功能语言学理论对国家教育部工作计划语篇进

行分析，以此来揭示语篇中隐含的社会环境，意识形态和权力因素。

本文从宏观和微观两个角度进行分析。一方面，作者在韩礼德的系统功能语

言学的理论基础上，对语篇的语言特征——词汇，情态和及物性进行了描述，并

分析了各种非语言因素如何通过这些语言特征影响语篇的生成和实现；另一方面，

作者又以费尔克劳的三维分析模式为依据，结合社会和历史条件，通过对两个不

同时期的同类语篇对比，来解释所选语篇与社会结构的关系，即说明社会条件和

发展变化如何影响语篇的生成，以及这些语篇又如何反应和影响这些社会条件。

本文选取教育部 2000 和2009 年两个工作计划作为语篇进行批评性分析，具有一

定的代表性。这两个语篇都是产生于新世纪的社会环境之下，同时，又正值新世

纪社会发展的前十年时期，这期间随着社会各方面的全面发展，两个语篇又具有

不同的具体社会背景。

本文回顾了批评性语篇分析的定义以及批评性语篇分析的理论基础，尤其总

结了批评性语篇分析中的三个本质关系——语言与意识、语言与权力、语言与社

会，介绍了费尔克劳的语篇分析三位模式以及具体的分析方法。在对语篇的分析

过程中，本文主要从两个语篇的及物性，情态和词汇选择三个方面展开。依据韩

礼德的及物性概念，从过程、及与过程有关的参与者和环境成分进行分析，揭示

了语篇生成者（即教育部）在教育发展过程中所发挥的主动性作用以及政府在教

育发展过程中对教育部的领导关系。通过对语篇的情态分析，揭示语篇生成者说

服受众的目的。在对语篇词汇选择的分析基础上，揭示了教育部通过对词汇的选

择来实现控制教育发展的目的。

本文将批评性语篇分析的理论与具体语篇分析相结合，揭示出语篇中的隐含

权力关系，并指出教育部的工作计划也是意识形态的重要载体，受社会环境影响。

关键词：工作计划及物性情态权力意识形态

Contents

Acknowledgements ..................................................................................................I

ABSTRACT ............................................................................................................II

摘要 ........................................................................................................................ IV

Contents .................................................................................................................VI

Chapter One Introduction ..................................................................................... 1

Chapter Two Literature Review ............................................................................5

2.1 Critical Discourse Analysis .........................................................................5

2.1.1 Definition of CDA ........................................................................... 5

2.1.2 Theoretical Foundation of CDA ...................................................... 8

2.1.3 Three Fundamental Concerns of CDA .......................................... 10

2.1.3.1 Language and Ideology .......................................................11

2.1.3.2 Language and Power ...........................................................12

2.1.3.3 Language and Society ......................................................... 13

2.2 Research Methodology of CDA ................................................................14

2.2.1 Ideational Function ........................................................................ 14

2.2.2 Interpersonal Function ................................................................... 16

2.2.3 Textual Function ............................................................................ 16

2.3 Enlightenment of Literature Review .........................................................17

Chapter Three Theoretical Framework and Research Design .........................18

3.1 Fairclough’s Three-dimensional Framework ............................................18

3.2 Social Contexts of the Working Plans of the Ministry of Education ........21

3.3 Research Design of This Thesis ................................................................23

Chapter Four A Critical Discourse Analysis of the Working Plans ................ 25

4.1 Transitivity ................................................................................................25

4.1.1 Analysis of Process ........................................................................ 25

4.1.2 Analysis of Participants ................................................................. 27

4.1.3 Analysis of the Circumstantial Elements .......................................31

4.2 Analysis of the Lexical Choice ................................................................. 33

4.3 Modality .................................................................................................... 35

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摘要：

IAcknowledgementsManypeoplehaveassistedmeinthepreparationofthisthesis.Iwouldliketoexpressmysinceregratitudetothosewhohavecontributedtothisthesisdirectlyandindirectly.Firstandforemost,IwouldliketoexpressmyheartfeltthankstoAssociateProf.GaoJun,myrespectablesupervisor,forhervaluableadviceandsuggestions...

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