The Realization And Functions Of Phonological Metaphors

This thesis aims to explore the concept of phonological metaphor and then analyze the public speeches by Chinese college students and native English speakers with the theory of phonological metaphor in order to reveal the phonological differences between the two kinds of speeches and provide some suggestions for student speakers on how to make a good English speech by improving their English intonation and rhythm.Three research questions are proposed: i) What are the phonological realizations and discursive functions of phonological metaphor in English public speeches? ii) What are the differences in the frequency and distribution patterns of phonological metaphor in English public speeches delivered by Chinese college students and native English speakers? iii) What implications can this project provide for making an authentic and effective English public speech?According to the statistical analysis, the different distribution patterns of phonological metaphor in the speeches by native speakers and Chinese college students can be summarized as fourfold. First, native speakers tend to use more metaphorical tone while Chinese college students like to use more metaphorical tonicity and metaphorical tone is the least used in their speech. Second, tone groups with less than one clause are more frequently used by native speakers while tone groups with more than one clause are more frequently used by Chinese students. Third, non-last lexical items are most frequently stressed both in the speeches by native speakers and Chinese students. Fourth, metaphorical tone 4 is most frequently used in the speeches by native speakers while metaphorical tone 5 is frequently used in the speeches by Chinese students.The results also indicate that phonological metaphors in the speeches by native English speakers and Chinese college students serve for different discursive functions. First, tone groups with less than one clause are more frequently used by native speakers to present rich contents to the audience and make it easier for the audience to understand and accept what the speakers are trying to deliver. Second, three basic functions of metaphorical tonicity, i.e. to highlight new information; to emphasize the important points and to make contrast are identified in the speeches by native speakers. However, Chinese students are sometimes not good at producing contrast and highlighting new information. Third, Tone 4, indicating reservation and implication, is most frequently used in the speeches by native speakers, which plays an important role in attracting the audience’s attention and keeping their interest in the speech. Tone 5, indicating assertion and involvement, is most frequently used in the speeches by Chinese students, which enhances the declarative mood in the speeches and makes the audience feel involved.Based on the above findings, some implications are proposed for both teachers and students to make authentic English speeches. For the teachers, they need to: i) pay more attention to English phonology when teaching and training students; ii) provide students with an explicit explanation of the functions as well as the form of English intonation; iii) teach intonation in a more contextualized speech; For student speakers, they need to: i) realize that phonological features of the speeches are important in making speeches; ii) pay more attention to the rules of stress in English and distinguish the difference between Chinese and English. iv) be aware of the use of fall-rise tone in English.Theoretically speaking, the exploration of phonological metaphor is expected to develop systemic functional grammar and extend the general framework of grammatical metaphor. Second, the application of phonological metaphor in the analysis of English public speeches is expected to present a new way to analyze the public speeches and illustrate that phonological metaphor can be used as a kind of systemic method in discourse analysis. Practically, this thesis seeks to demonstrate the phonological differences in English public speeches between Chinese students and native English speakers, from which we can see the gap and then provide some useful suggestions to Chinese students on how to make a good English speech from the perspective of phonological metaphor.