评价理论视角下教育演讲的积极话语分析——以耶鲁大学2025年开学演讲为例

Positive Discourse Analysis of Educational Speeches from the Perspective of Appraisal Theory—A Case Study of Yale University’s 2025 Opening Assembly Address

摘要: 评价理论是系统功能语言学框架下用于分析人际功能的核心理论，为剖析语篇中的评价性语言、揭示说话者态度与立场提供了重要工具。积极话语分析则以建设性视角探析语篇中的积极意义，是对批判性话语分析偏重于批判性的一种补充与平衡。耶鲁大学2025年开学演讲作为高等教育领域的典型公共话语，承载着传递教育理念、凝聚社群价值和引导学生成长的重要功能。本文以评价理论为基础，结合积极话语分析视角，对该演讲文本中的积极评价资源进行量化统计与质性分析，探究演讲者如何通过态度、介入、级差三大系统构建积极话语，以及这些评价资源在传递教育价值、塑造社群认同和回应时代挑战等方面的作用，以期为高等教育公共话语的积极构建提供参考。

Abstract: Appraisal Theory is a core theory for analyzing interpersonal function within the framework of Systemic Functional Linguistics, serving as an important tool for dissecting evaluative language in discourse and revealing speakers’ attitudes and positions. Positive Discourse Analysis explores positive meanings in discourse from a constructive perspective, acting as a supplement and balance to Critical Discourse Analysis which tends to focus on criticism. The 2025 Opening Assembly Address of Yale University, as a typical public discourse in the field of higher education, undertakes the vital functions of conveying educational concepts, consolidating community values and guiding students’ growth. Based on Appraisal Theory and combined with the perspective of Positive Discourse Analysis, this paper conducts quantitative statistics and qualitative analysis on the positive evaluative resources in the speech text. It explores how the speaker constructs positive discourse through the three major systems of Attitude, Engagement and Graduation, as well as the role of these evaluative resources in conveying educational values, shaping community identity and responding to the challenges of the times, aiming to provide references for the positive construction of public discourse in higher education.