摘要
对语篇进行解析要依靠语篇使用者的知识运作。知识支撑着语篇解析的不同维度，即解析语篇的内部环境，语篇发生时的情景语境和社会文化的语境；知识还支撑着语篇解析的过程，从词的指称、信息的连贯，到社会语境的考察、语篇体裁赋予的意义，语篇使用者的知识始终贯穿其中。因此，我们认为有必要建立基于知识的语篇解析体系。这一解析体系由语篇使用者的知识结构、语篇使用者知识的参与与生成方式和知识对现实的映射方式组成。语篇中并不包含知识结构，不过语篇使用者在处理语篇时会采用某种知识结构，我们可以从两个方面来看待知识结构。一是宏观的认知结构，二是语篇使用者所拥有的有关世界的多层次知识。
该研究是从四个层次来进行的。首先我们在第二章对知识作出了本研究的定义：知识就是大脑对意义的表征系统，是语篇使用者对背景知识及其它信息的认知结构以及语篇生成者与解读者之间的共享知识。通过对知识分类以及对语篇与知识之间关系的讨论，我们试图确立语篇使用者阅读和分析语篇时采用的知识解析体系，包括不同的知识结构和知识在语篇中的运作方式。
语篇分析的方法可分为结构分析法、认知分析法、社会文化分析法、批评分析法和综合分析法等五大类(Gee，2000)。鉴于知识解析体系在分析语篇时的多维度、多层面渗透性，本研究采用的是综合分析法。即根据自己的理论基点和分析目的，将上述的几种分析法，如认知分析法，社会文化分析法等结合起来，对语篇进行综合分析。
在第三章，我们对在语篇分析的不同方法照应下涉及的相应语言学理论进行了回顾和考察，比如，系统功能语言学，语用学和认知语言学。系统功能语言学是目前批评语篇分析采用最多的分析工具。语用学则与语篇分析一同发展，互为借鉴，已经很难在这两个领域之间分清界限了。认知语言学关注信息是如何形成、记忆和转换的，这些过程都和语篇的理解相关。在此基础之上，我们提出了建立以知识解析系统为核心概念的分析模式的理论背景，并阐释了该模式的可行性和重要性。
接下来，本研究运用综合分析法建立了基于知识解析体系的语篇综合分析模式。该分析模式涉及到知识所贯穿的语篇分析的三个层面：语篇描写、阐释和解释(O’Halloran，2003：10)。描述和阐释主要存在于话语实践中，而解释基于话语实践，却更多地参与了社会文化实践。话语实践是指阅读语篇的活动，在符合语境的情况下做出连贯的理解。在语篇分析的维度上，话语实践涉及的是语义，语用和认知三个层面。描述阶段主要是语义和语用的分析。阐释阶段关注读者的话语实践和被阅读的语篇之间的关系。它是一个过程分析，必然涉及读者的认知过程。社会文化实践是指知识被组织，被谈论和被实施的方式。解释阶段正是着重揭示语篇通过知识操纵读者的不同方法。这种操纵是社会认知性的操纵。本研究分别以以下的测量工具来作不同层面的具体分析：我们运用互文、深层回指、话题可及性和预设可及性来描写语篇。我们通过心理空间和心理模型来检验语篇的真，从而阐释语篇。为了解释语篇如何操纵和影响社会结构和文化，我们着眼于知识解析体系在批评，甚至在寻求解决社会问题上的功用。在这一层面，共享知识、共有场更新和依附于体裁的知识成为分析工具。
该研究的第四个环节是将所创建的模式实际应用于大众语篇的分析。从第五章到第七章，我们分别分析了新闻语篇、政治语篇和法律语篇。由于篇幅问题，被分析的只是一些亚体裁：解释性新闻报道、政治演讲和法庭总结呈词。第五章，我们比较了三篇解释性报道，一篇来自印度的网上新闻媒体，两篇分别来自美国的报纸和期刊。第六章，布什总统的两篇演说得到了分析。2001年9．11事件发生后的演说和2004年美国攻打伊拉克胜利后的演说，反映了美国处于被攻击者和攻击者不同身份的不同立场。第七章重新审视了著名的辛普森案件。分析的重点是辩护律师和公诉人在最后审判前的总结呈词。
本研究对英语阅读和写作教学有一定启示，尤其对于培养学生的批评话语意识，写作中的读者意识等有积极作用。
Making analysis of text depends on text users' knowledge functioning. Knowledge helps analyze different dimensions of text. That is, it helps investigate the internal settings, the situational context and sociocultural context where the text is formed. Knowledge also penetrates the process of text analysis, from the reference of words, information coherence to the consideration of sociocultural context and the meaning endowed by genre. Therefore, we contend that we should establish a text analysis system based on knowledge. Text users make use of this system to make an in-depth analysis of knowledge structure, the way in which their knowledge is created and involved and the way in which the text reflects the reality. Knowledge structure is not embodied in the text itself, but adopted by text users to comprehend texts. Knowledge structure can be considered from two aspects: first is the general cognitive structure; second is the multidimentional knowledge of the real world possessed by text users.
Our undertaking in this dissertation is fourfold. Firstly, in Chapter Two, we made the definition of knowledge for this study as a token system of meaning by mind, text users' background information, cognitive structure of other relevant information and the shared knowledge between text makers and users. Through the classification of knowledge and the discussion of relation between knowledge and text, we try to identify the analytical system of knowledge adopted by text users in understanding and analyzing text, which involves various knowledge structures and the way knowledge functions in text.
In terms of approaches used in text analysis, there are five categories. They are structural, cognitive, sociocultural, critical and integrated approaches to text analysis (Gee, 2000) . This study adopts the integrated approach to analysis. In view of the multidimentionally and multilayerly penetrating nature of knowledge, we integrate several approaches for analysis according to our theoretical basis and research purposes, such as cognitive and sociocultural analysis, to look into text integratively.
Secondly, mainly in Chapter Three, we make a survey of relevant linguistic theories reflecting different approaches for analysis, such as systemic functional grammar, pragmatics and cognitive linguistics. Systemic functional grammar is the most widely used research tool for critical discourse analysis. Pragmatics develops with text analysis and we can hardly draw a clear line of demarcation between these two areas. Cognitive linguistics concerns how the information is formed, memorized and transformed, which is relevant to text comprehension. On the basis of these theories, we put forward the theoretical background of the model for analysis with knowledge as core concept. The feasibility and significance of such a model are listed.
Thirdly, we tend to establish the model of analytical system of knowledge for analyzing texts with the help of integrated analysis approach. The model involves three layers: text description, interpretation and explanation (O'Halloran, 2003:10). Description and interpretation fall into the category of text practice, while explanation mostly takes part in social and cultural practices though it is based on text practice. Text practice refers to the activity of text reading and coherent comprehension in accordance with context. Discourse practice includes semantic, pragmatic and cognitive analysis as far as text analysis is concerned. The stage of description mainly concerns the semantic and pragmatic analysis. Interpretation stage emphasizes the relation between text users' text practice and the text used. This is a process analysis, which leads to the involvement of text users' cognitive process. Social and cultural practices refer to the way in which knowledge is organized, talked about and acted upon in different institutions. Therefore, the stage of explanation specially reveals different approaches to manipulating text users by the text. In this study, the following measurements are used for detailed analysis at different levels. We use intertextuality, depth anaphor, topic accessibility and presupposition accessibility to describe the text. We interpret the text through testing the truth of text by mental space and mental model. In order to explain how the text manipulates and influences the social structure and cultural change, we focus on the role analytical system for knowledge plays in criticizing and even finding solution to the social problems. At this stage, shared knowledge or common ground and genre-based knowledge are the tools for analysis.
Fourthly, we apply this integrated model to analyze different genres of public texts. From Chapter Five to Chapter Seven, we analyze journalistic text, political text and forensic text. Because of limited space, only the subgenres are discussed here. And particularly, we deal with interpretative journalistic text, political speech text and forensic closing argument text respectively. In Chapter Five, we analyze and make comparison of three interpretative reports, one of which is from an Indian web-based media and two of which are from an American newspaper and an American periodical. In Chapter Six, two speeches made by American President George W. Bush are examined. The speech on September 11~(th) attack in 2001 and the speech on successful defeat of Iraq display his different stands on being attacked and attacking. Chapter Seven makes a survey of the Simpson case. The text for analysis is the closing argument by both the counsel for the defence and the prosecutor before the final adjudication.
This study suggests some insights into teaching of English reading and writing, especially in helping establishing critical discourse awareness and audience awareness on the part of the learners.
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