奥巴马g20演讲

奥巴马g20演讲（精选8篇）

1.奥巴马g20演讲 篇一

各位老师、同学：

早上好。今天我国旗下讲话的主题是《讲文明，有礼貌，喜迎G20》。

今天的主题分享也从一个故事开始：一天，一个不满十岁的男孩到医院放射科拍摄足部X线片，问李医生：“我的脚臭吗?”李医生回答：“臭也没关系。”这时孩子的妈妈说：“孩子来医院前，怕脚臭熏到医生阿姨，自己用香皂洗了三遍。”李医生连夸男孩是个懂事的好孩子，这件事让李医生的心情舒畅了好几天。

又一次，李医生值夜班。凌晨两点，一位满口脏话、浑身酒气的人来拍片子。李医生轻轻操作，耐性地对待他。患者酒劲发作，以便骂人还要打人，李医生努力控制自己的情绪，当把片子交到患者的手里后，该患者被李医生的真诚感动了，居然说了一声“谢谢!”

听完李医生的这两次经历，请大家静下来思索以下三个问题。一、小男孩的举动为什么会让李医生的心情舒畅好几天?二、你对后一位患者的行为有何评价?三、对比李医生的两次经历，对我们日常交往有什么启发?

经过思索后相信大家都会想到两个词，文明与礼貌。

讲文明、有礼貌是中华民族的优良传统，讲文明、有礼貌也是做人的基本品质。

中华民族自古以来就被称为“文明古国，礼仪之邦”。从古至今，我们中华民族一直有许多人的优秀品质被历代传颂。文明礼仪的重要性自然是不言而喻的，它代表着一个民族，一个国家的整体素质。

最后跟大家分享一件名人真事和一句名人名言

这件真事发生在著名的文学家、戏剧家夏衍老先生临终前，当时夏老先生感到十分难受。秘书说：“我去叫大夫。”正在他开门欲出时，夏衍老先生突然睁开眼睛，艰难地说：“不是叫，是请。”随后就昏迷过去了，再也没有醒来。“不是叫，是请。”竟成了夏老临终最后的一言。

一句名人名言是出自孔子先生，“人无礼则不生，事无礼则不成，国无礼则不守。”

以上一真事一名言与大家共勉!

今天的主题发言到此结束，感谢大家的聆听!

2.奥巴马g20演讲 篇二

1 文体学与圣经文体

文体学是一门研究文体体裁特征、本质及规律,介于语言学、文艺学、美学、心理学等学科之间,方兴未艾的综合性边缘学科。它是一门综合文体和语言学的交叉学科。简单地说,文体学就是运用语言学的理论去阐释文学内容和写作风格的一门学科。当然,语言学家对它的定义还存不少争议。

美国是一个受宗教影响深远的国家,多数人信奉基督教。据说,美国每个家庭都有一部《圣经》。因此,《圣经》对美国文化的影响极为深远。这篇演讲稿很明显也受到《圣经》影响,具备了圣经文体的一些特征。《圣经》是对上帝表达敬意的文本,在语言上有以下几个特点:1)用词典雅、具体,较少使用粗俗、抽象的词语。2)格律平整,韵调和谐,轻重音均匀分布,对称结构多(陈华国等,2006);3)段落多而简洁;4)句子结构简单、完整,多用连词,少用缩略式;5)大量使用修辞手段。

许多美国总统的就职演说也使用了圣经文体,如1961年肯尼迪就职演说等。下面就用词、音韵、句子结构、修辞等方面来解读这篇演讲稿。

2 奥巴马获胜演讲的文体特点

2.1 用词

2.1.1 该演讲稿较少使用大词

传统上我们把包含六个及以上字母或三个及以上音节的单词称为大词(big word),奥巴马在这篇演讲中用了约410个大词,占总数的21%,低于美国总统获胜演讲27.7%的平均量,可以看出奥巴马的这篇演讲用词具有较为大众化、平民化的特征,如“puppy”一词等(曾亚平等,2009)。这与奥巴马的支持者大多来自美国中下层有关。

2.1.2 该演讲稿多用名词,少用形容词

奥巴马在演讲中共有94个形容词,仅占总词数的4.8%,远低于美国总统的平均7.4%的形容词使用量。他尽量避免使用形容词,多用名词代替,使演讲显得更客观、公正。

2.1.3 该演讲稿多用人称代词

人称代词在英语政治演讲中应用十分广泛,下面是人称代词在这篇演讲稿中的统计表。

从表1可以看出:第一人称使用率达63.8%,加上“we”与“I”的成功置换,奥巴马巧妙地拉近了自己与听众之间的距离,使听众有一种亲切感。例如:

We are,and always will be,the United States of America.

2.1.4 多用情态动词

情态动词表可能、推测、必然等,它的恰当使用,可以准确表达演说者的态度与决心。下面是情态动词在该篇的统计表。

以上数据表明,奥巴马更多地使用了语气中等及柔和的情态动词,可以避免把事情绝对化,使演讲内容更容易为受众接受。全文奥巴马只用了三个“must”这种强烈的情态动词,旨在强调当触及美国利益时,美国是不会妥协的,显示了美国强悍的一面。

2.2 格律平整,注重押韵

奥巴马善于利用英语抑扬顿挫的节奏规律,在选词造句上注重把重读音节和非重读音节安排在适当的位置,从而使演讲听起来节奏感明显,富有感染力。如:

To put our people back to work and open doors of opportunityfor our kids;to restore prosperity and promote the cause of peace.

句中“put,back,work,open,opportunity,kids,restore prosperity,promote,peace”都是重读单词,而“to,people,our door,for,cause”都是非重读单词,这样重读与非重读单词交叉点缀,听起来韵味十足,流畅痛快。

同时,奥巴马在演讲中长短句交替使用,避免了单调与乏味。能紧扣听众心弦。加上他演讲时发音准确,声音洪亮,语速缓慢,不时还停下来与听众互动,收到了很好的交流效果。

2.3 句法特点

句子长度方面。奥巴马获胜演讲总词数约为2050个,总句数为78句,平均句长为25个词,与演讲的平均句长17.8词/句相比,多出了7.2个词,超过了美国总统就职演说的平均句长19.2词/句。因此,这篇演讲具有较明显的书面语特征(王保令等,2009)。

句子按语义核心在句子所处的位置,可分为圆周句(periodical sentence)和松散句(loose sentence)。其中,圆周句是一种较正式的书面句型。其特点是将句子的次要成分提前,主要成分置后,以增加悬念,吸引听众或读者注意力。奥巴马第一句就使用了圆周句。

If there is anyone out there who…;who…;who…;tonight is your answer.

“Tonight is your answer”是句子的核心,却放在句末,起到了制造悬念,吸引听众注意力的作用。

句子按交际功能可分为陈述句、疑问句、祈使句和感叹句四大类。

奥巴马在这篇演讲以陈述句为主,一方面对人们关心的问题作出承诺。另一方面也告诉人们;前进的道路上既有希望,也充满困难,反映了他理性、务实的一面。例如:

I promise you—we as a people will get there.The road ahead will be long.Our climb will be steep.

文中祈使句只用了五次,都采用了“let us”的形式,具有很强的气势。

3 修辞手段的广泛运用

大量使用修辞手法(特别是排比、比喻等手法)也是圣经文体的一大特色。它能帮助演讲者将所表达的内容说得生动、具体、形象,具有感染力和号召力。本篇演讲稿也大量使用了排比、反复、借代、对比、对照、暗喻、头韵、引用等修辞手法。

3.1 排比(Parallelism)

排比是把结构相同或相似、意义相关、语气一致的几个词组或句子并列使用的一种修辞手法。例如:

There is new energy to harness and new jobs to be created;new schools to build and threats to meet and alliances to repair.

奥巴马这篇演讲中使用排比句达十多处,有一种由浅入深,层层推进,高潮迭起,极富感召力的气势。

3.2 反复(Repetition)

反复指的是同一语言结构(词语或句子)在话语中重复出现的一种语言现象。通过反复不仅可以使语言具有强烈的节奏感,还能引起听众注意,留下深刻的印象。(胡壮麟,2000)例如:

It’s the answer…It is the answer…It’s the answer…

奥巴马在演讲中五次使用了“Let us”,六次使用了“change”一词,七次使用了“Yes,we can”,表明了奥巴马变革的信心和决心。

3.3 对照(Contrast)

“Contrast”即汉语的“对照”,就是把两个相反的事物或一件事物的正反两方面放在一起,在比较和衬托中突出不同事物的矛盾性。例如:

It’s the answer spoken by young and old,rich and poor,Democrat and Republican…

对照使两相反的事物放在一起,以突出区别,给人以深刻的印象。

3.4 对比(Antithesis)

Antithesis即“anti+thesis”(相反+命题)。通常指汉语的“对比”,是把两种相反或相对的事物,或者同一事物相反或相对的两个方面放在一起,互相比较,使事物的特征、性质、状态更加突出。(吕煦,2004)例如:

To those who would tear this world down;we will defeat you.To those who seek peace and security;we support you.

奥巴马在此鲜明地表达了对和平和恐怖的两种态度,用词简洁,对照鲜明,语义强烈。

3.5 借代(Metonymy)

借代就是“换一个说法”,它不直接说出某人或某事物的名称,而是借用与其密切相关的名称或其本身的某些属性来称代。例如:

Tonight is your answer.

这里Tonight指“今晚选举的结果”。借代的使用达到了简洁、新鲜、活泼、委婉等艺术效果。

3.6 暗喻(Metaphor)

暗喻作为一种非常重要的修辞手段,是将两种本质不同的事物进行比较,从而突出其共性的手法。(秦秀白,2002)例如:

The road ahead will be long.Our climb will be steep.

这里“the road”指“变革的道路”,而“our climb”指“变革的进程”。暗喻的使用,使变革变得更加显懂,更易为听众所接受。

3.7 引用(Allusion)

引用一词在《新英汉词典》译为“暗指”,有的词典还译作“引用”、“典故”等,它通常用众所周知的人或事以一种随意、简洁或间接的方式表现出来。例如:

A man touched down on the moon,a wall came down in Berlin.

句中所提到的这两件事分别指代了当今世界两大主题,即和平与发展,反映了奥巴马作为美国总统对世界格局的关注(郭瑞等,2009)。

3.8 头韵(Alliteration)

头韵是指一组词、一句话或一行诗中重复出现开头音相同的单词。(黄任,1998)例如:

A new spirit of service,a new spirit of sacrifice.

奥巴马在演讲中11次使用了头韵,具有音韵美和整体美,富有很强的表现力和感染力,便于记忆。

4 结束语

奥巴马获胜演讲内容结构清晰,大致框架为:竞选的意义→致谢的艺术→变革的决心→美好的愿望。这篇演讲稿内涵深刻,充满激情,富于鼓动性,气势磅礴,语言优美,文体丰富,具有较明显的圣经文体的风格。同时,奥巴马还非常善于使用非言语交际手段,利用眼神、手势,面部表情等身体语言,展现了他的个人风采,这篇演讲稿不愧为成功演讲的经典范例。

摘要：该文在介绍圣经文体特点的基础上,对美国第56届总统奥巴马的竞选获胜演讲稿的文体特点从四个方面进行了分析,即用词、音韵、句子结构和修辞手法的运用。最后指出:这些文体特点令该演讲稿极具感染力。

关键词：获胜演讲,圣经文体,用词,修辞

参考文献

[1]Barack Obama’s Victory Speech[EB/OL].(2009-05-01).http://www.america.gov/st/elections08-english/2008/November/20081105101958abretnuh0.580044.html.

[2]陈华国,游一显.圣经语言的通俗性[J].现代教育科学.高教研究,2006(1):143.

[3]郭瑞,王秋生.奥巴马竞选获胜演讲的修辞分析[J].文教资料,2009(4):43.

[4]胡壮麟.理论文体学[M].北京:外语教学与研究出版社,2000.

[5]黄任.英语修辞与写作[M].上海:上海外语教育出版社,1998.

[6]吕煦.实用英语修辞[M].北京:清华大学出版社,2004.

[7]秦秀白.英语语体和问题要略[M].上海:上海外语教育出版社,2002.

[8]王保令,刘新玲.从当选演讲看奥巴马演说的文体风格[J].洛阳理工学院学报,2009(3):14.

3.像奥巴马一样演讲 篇三

忽然有一天，威廉带着有点僵硬的笑来到我面前，举着几张纸说：“我的项目谈成了，两周后举行签约仪式，”威廉犹豫了一下，“我需要在签约仪式上讲话，你，能不能帮我写个讲话稿？”

做公关多年，写这种讲话稿是我的强项。我洋洋洒洒不到一小时就写完了。稿子传给威廉，他只是在电邮中回复说谢谢，便再没有下文。

这段时间正是美国总统大选的高潮，总统候选人、前总统、候选人的夫人轮番上阵，或纵论国事，或晓以亲情。巴拉克（奥巴马）不是一个总统，他就是我们当中的一个，他上大学也是靠贷款的。远隔万里盯着电脑的我们，听了这些都会感到一丝触动。

离签约仪式还有两天，威廉说要请我喝咖啡，他神色有点凝重，半天才开口说：“我从来没有在这样的场合讲过话，你的稿子很好，但我不肯定是否可以讲好，有没有关于演讲的窍门？”

我说，先讲一个你们国家的作家马克·吐温的故事，他最初演讲的时候，会把所有的要点记在一张纸上，讲的时候瞟一眼。可是那些要点记住了，顺序却经常出错。后来他想的办法是只把句子的第一个字母写在指甲上，讲完一个要点立刻把指甲上的这个字母舔掉。这样下来，台下的人总觉得他更关心自己的手而不是演讲，还有人关切地问他手怎么了——威廉有些附和地干笑，看来我的故事讲得很差。

“这样的签约活动每天在中国有成千上万，就是走过场，没有人会在意你讲什么，大家都是念稿子。”

“可是我不知能不能念好，我从来没有讲过这样带政治高度的话题。”

最后商定的办法是，在讲话的头一天晚上，我帮他演练一遍，记下演练中所有的优点和需要改进的地方，然后重新排一遍，直到双方都感到满意为止。

签约活动是一个看起来简单却涉及无数细节的项目，我和威廉的团队都在忙碌。已经半夜12点了，我指指手表，示意他该去排练演讲了，他看着手中的宴会排位表满脸愁容：好几个重要人物没有确认参加，他和秘书正在以类似数学排列组合的方式，制定数十种预案。威廉无奈地看着我，说这事一定要今晚搞定，演讲排练可能没时间了。我说好吧，稿子我会再打印一份，到时候给你。祝好运。

签约仪式准时开始，主持人介绍嘉宾，最高级别的是主管工业的副省长，还有省市各厅局的领导。轮到威廉讲话了，他手里没拿稿子，我忽然意识到自己只顾忙别的，打印稿忘了给他。

威廉开始讲了，他手上没有稿子，眼睛一直盯着观众席的一个方向，声音因为紧张而有些颤抖，他讲一句停顿一下，等旁边的翻译译成中文，这倒是一个缓冲，可以想词儿和调整状态。威廉讲得十分流利，好像完全没有稿子，只有我知道他说出的词是我写下的有点灵气的“陈词滥调”。我越听越吃惊，难道他把整篇稿子都背下来了？

稿子的内容讲完了，威廉还在继续，他好像完全忘记了紧张，他的目光开始与公众交流：“合资企业的签约是美中高科技领域合作的新的里程碑，是两国人民友谊桥梁的进一步延伸。1972年美国总统第一次访问中华人民共和国，尼克松先生引用了毛泽东主席的诗词‘一万年太久，只争朝夕’……”

威廉的讲话获得了热烈的掌声，副省长还专门走到威廉身边，称赞他讲得好，坐在我旁边的省办公厅的一位处长嘀咕着：“老美真是有素质，能脱稿讲话，个个都象奥巴马。”

客人太多了，我一直没有机会向威廉祝贺。隔着很多人，远处的威廉看到了我，他把左手拇指伸到嘴边舔了一下，又舔一下右手拇指，然后挥挥手，冲我得意而腼腆地笑。

4.演讲与口才-奥巴马演讲艺术 篇四

奥巴马的演说是激情与感动的结合，当我反复观看奥巴马就职演讲视频的时候，我一直在想，是什么让这一席演讲如此深入人心，如此触动万里之外不同语境下一个普通中国人的心，在我看来，归于他演讲的真实和本身乐观、自信与坚持的精神。

奥巴马是个天生的演讲家,有着“令政客妒嫉的嗓音”,加上其个人魅力无穷,透显着成熟男人的魅力。调动现场气氛能力一流,演讲中带着某种直指人心的魔力,每每能使得群情激昂。他的演说富有节奏感,味道十足、语气恰到好处,几乎带有一种催眠和传教的功能，让人如痴如醉，欲罢不能。使当他面对成千上万人演讲，也能让每个人都觉得奥巴马就是对他一个人在说。

美国各大媒体的调查表明，大多数美国民众对奥巴马的就职演说感到满意和非常满意。演说中大量使用修辞手法，如排比、对照、层进、比喻、借代等。现分析其语言艺术如下：

(1)．运用押韵手法，增强表现力。声音是词语的表达形式，因此，音律就成为了语言表达的一个重要组成部分。以音韵为手段传达的思想可以给人以形象感和立体感。英语的押韵可根据单词的内音素重复的部位不同而分成不同种类，最常见的有头韵。头韵指词首重复，如 great和 grew。在演讲中，能产生强烈的语言效果和韵律美。

例 ：We didn’t start with much money or many endorsements.Our campaign was not hatched in the halls of Washington.（Obama，This Victory Belongs to You）奥巴马在同一句子中用头韵，重复了“m”、“h”，强调了政府崇尚节俭的政策，这符合广大普通群众的利益。这种特殊的情感涵义通过语音的表象化得到有效传递。巴马政府充满期待。

(2).排比反复。排比结构是英语演讲中最常使用的一种修辞手段。排比就是把结构相同或相似、意义相关、语气一致的几个词组或句子并列使用,便于表达强烈的感情,突出所强调的内容,增强语言的气势,增强语言的韵律美。反复也是一种常用的修辞手段。通过对重点词、重要概念的多次重复,可以引起读者或听者的注意,给人以较深刻的印象。

例 : Today I say to you that the challenges we face are real.They

are serious and they are many.They will not be met easily or in short span of time.But know this, America, they will be met.在这一段里,奥巴马用简单易懂的文字和简洁的语句,既肯定了美国正面临严重的危机,又表达了克服危机的坚定信心,因而博得了全场听众热烈的掌声。文中的“they”回指首句的“challenge”,” they”反复出现了四次,起到了强调的作用。奥巴马的就职演说辞中,几乎每个段落都能找到排比的影子,既有词组或短语的排比,又有句子和段落的排比,而且又往往结合反复一起使用,从而大大增强了演讲的表达力和感染力。

(3).层进。层进是指在排列句子成分时,根据由浅入深,从小到大,从轻到重,由少到多,从低到高的原则,选择恰当的词语,使语义层层递增,起到加强语义的作用。奥巴马的就职演说辞的很多句子和段落都有运用层进的修辞手法来加强表达效果。

例: We are shaped by every language and culture, drawn from every end of this Earth;and because we have tasted the bitters will of civil war and segregation, and emerged from that dark chap estranger and more united, we cannot help but believe that the old ha2treds shall someday pass;that the lines of tribe shall soon dissolve;that as the world grows smaller, our common humanity shall reveal it2self;and that America must p lay its role in ushering in a new era of peace.这是一个较为复杂的长句,句中有句,辞格套辞格,复杂的句子结构既说明了美国多元文化的复杂性,又展现出奥巴马运用语言的娴熟和技巧。句中不但运用了隐喻的修辞手法,譬如把“civil war and segregation(内战和种族隔离)”比作“bitter swill(苦辣的泔水)”,又用“that dark chap tar(黑暗的篇章)”喻指内战和种族隔离;而且四个并列的宾语从句“(believe)that...;That...;that...;and that...”在语义上层层递进,节奏逐步加强,再一次把演讲推向了高潮。

(4).对照。奥巴马的就职演说辞中使用较多的另一种修辞手法是对照。对照就是把意义对立的词、词组或句子排列在一起以形成鲜明的对比。在就职演说中恰当运用对照,可以通过矛盾揭示本质,通过对立事物的互相映衬,给人以深刻的印象。

例 : In reaffirming the greatness of our nation, we understand that greatness is never a given.It must be earned.Our journey has never been one of shortcuts or settling for less.It has not been the path for the fainttakers, the doers, the makers of things———some celebrated but more often men and women obscure in their labor, who have carried us up the long, rugged path towards p prosperity and freedom.在这一段落中,奥巴马在重申美国是个伟大的国家的同时,指出伟大不是天赐的,而是需要努力赢得的,用“that greatness is never a given”与“It must be earned”对照,目的是强调后者。接着,两个否定句“Our journey has never been...”和“Our journey has never been...”又与后面的肯定句“Rather, it has been the risk-takers, the doers, the makers of things...”形成对照, 使用了关联词语“Rather”来引起听众的注意,说明美国能走到今天并不容易,突出强调了广大美国民众的默默奉献对国家繁荣和自由的重要意义。这样,通过前后事物鲜明的对照,成功地激发了听众的思想感情,给听众留下了深刻的印象。

（5）．巧用矛盾辞格，意味深长。矛盾修辞法是使用两种不相协调，甚至截然相反的特征来形容一项事物，以增强语言感染力。这种修辞手法运用短小机智的妙语，从表面上看似乎是自相矛盾，但进一步思考之后，发现又是非常合理的，令人记忆深刻。矛盾对立的两面使演讲者在更大程度上感染人、说服人，给人以启迪。

例 ：Well, I say to them tonight, there’s not a liberal America and a conservative America — there’s the United States of America.There’s not a black America and white America and Latino America and Asian America;there’s the United States of America.这句话不但有矛盾修辞，还有反复和平行结构的综合运用，形成了烘云托月的效果，像警言一样敲打着听众的心，激发出民众的爱国热情。

奥巴马的就职演说词表面上是通过口头方式进行表达的，似乎是脱稿演讲，实际上是经过了精心准备和斟酌，并且做到了藏稿于心。整篇演说词朴实无华，极少使用堂皇之词，这与奥巴马的平民、律师、美国首位黑人总统的身份是相符的，使得他的演说更容易被普罗大众所接受。在看似平凡的演讲中，奥巴马使用了不平凡的修辞手段来增强演讲的效果。他使用了音韵修辞格、词汇修辞格和句法修辞格等多种修辞手段为演讲增添色彩，奥巴马在演讲中娴熟地使用了语言艺术的技巧来提高演讲的效果，他吸取了历届总统就职演说的精华，又旗帜鲜明地保留了自己的时代感，现实性和平民性，同时，也使演说词具有了语言艺术的欣赏性。

参考文献

5.奥巴马演讲 篇五

Through blood drawn by lash and blood drawn by sword, we learned that no union founded on the principles of liberty and equality could survive half-slave and half-free.We made ourselves anew, and vowed to move forward together.从奴役的血腥枷锁和刀剑的血光厮杀中我们懂得了，建立在自由与平等原则之上的联邦不能永远维持半奴隶和半自由的状态。我们赢得了新生，誓言共同前进。

Together, we determined that a modern economy requires railroads and highways to speed travel and commerce;schools and colleges to train our workers。

我们共同努力，建立起现代的经济体系。架设铁路与高速公路，加速了旅行和商业交流。建立学校与大学，培训我们的工人。Together, we discovered that a free market only thrives when there are rules to ensure competition and fair play.我们一起发现，自由市场的繁荣只能建立在保障竞争与公平竞争的原则之上。

Together, we resolved that a great nation must care for the vulnerable, and protect its people from life’s worst hazards and misfortune.我们共同决定让这个伟大的国家远离危险，保护她的人民不受生命威胁和不幸的侵扰。

6.奥巴马开学演讲 篇六

他告诉学生，在政府做好本职工作，帮助学生获得接受优质教育的机会的同时，学生仍然应该努力学习，为自己的未来担起责任。

THE PRESIDENT: Thank you!Hello!(Applause.)Thank you.Thank you.Well, hello, Philadelphia!(Applause.)And hello, Masterman.It is wonderful to see all of you.What a terrific introduction by Kelly.Give Kelly a big round of applause.(Applause.)I was saying backstage that when I was in high school, I could not have done that.(Laughter.)I would have muffed it up somehow.So we are so proud of you and everything that you’ve done.And to all the students here, I’m thrilled to be here.We’ve got a couple introductions I want to make.First of all, you’ve got the outstanding governor of Pennsylvania, Ed Rendell, in the house.(Applause.)The mayor of Philadelphia, Michael Nutter, is here.(Applause.)Congressman Chaka Fattah is here.(Applause.)Congresswoman Allyson Schwartz is here.(Applause.)Your own principal, Marge Neff, is here.(Applause.)The school superintendent, Arlene Ackerman, is here and doing a great job.(Applause.)And the Secretary of Education, Arne Duncan, is here.(Applause.)

And I am here.(Applause.)And I am thrilled to be here.I am just so excited.I’ve heard such great things about what all of you are doing, both the students and the teachers and the staff here.Today is about welcoming all of you, and all of America’s students, back to school, even though I know you’ve been in school for a little bit now.And I can’t think of a better place to do it than at Masterman.(Applause.)Because you are one of the best schools in Philadelphia.You are a leader in helping students succeed in the classroom.Just last week, you were recognized by a National Blue Ribbon--as a National Blue Ribbon School because of your record of achievement.And that is a testament to everybody here –-to the students, to the parents, to the teachers, to the school leaders.It’s an example of excellence that I hope communities across America can embrace.Over the past few weeks, Michelle and I have been getting Sasha and Malia ready for school.And they’re excited about it.I’ll bet they had the same feelings that you do--you’re a little sad to see the summer go, but you’re also excited about the possibilities of a new year.The possibilities of building new friendships and strengthening old ones, of joining a school club, or trying out for a team.The possibilities of growing into a better student and a better person and making not just your family proud but making yourself proud.But I know some of you may also be a little nervous about starting a new school year.Maybe you’re making the jump from elementary to middle school, or from middle school to high school, and you’re worried about what that’s going to be like.Maybe you’re starting a new school.You’re not sure how you’ll like it, trying to figure out how you’re going to fit in.Or maybe you’re a senior, and you’re anxious about the whole college process;about where to apply and whether you can afford to go to college.And beyond all those concerns, I know a lot of you are also feeling the strain of some difficult times.You know what’s going on in the news and you also know what’s going on in some of your own families.You’ve read about the war in Afghanistan.You hear about the recession that we’ve been through.And sometimes maybe you’re seeing the worries in your parents’ faces or sense it in their voice.So a lot of you as a consequence, because we’re going through a tough time a country, are having to act a lot older than you are.You got to be strong for your family while your brother or sister is serving overseas, or you’ve got to look after younger siblings while your mom is working that second shift.Or maybe some of you who are little bit older, you’re taking on a part-time job while your dad’s out of work.And that’s a lot to handle.It’s more than you should have to handle.And it may make you wonder at times what your own future will look like, whether you’re going to be able to succeed in school, whether you should maybe set your sights a little lower, scale back your dreams.But I came to Masterman to tell all of you what I think you’re hearing from your principal and your superintendent, and from your parents and your teachers: Nobody gets to write your destiny but you.Your future is in your hands.Your life is what you make of it.And nothing--absolutely nothing--is beyond your reach, so long as you’re willing to dream big, so long as you’re willing to work hard.So long as you’re willing to stay focused on your education, there is not a single thing that any of you cannot accomplish, not a single thing.I believe that.And that last part is absolutely essential, that part about really working hard in school, because an education has never been more important than it is today.I’m sure there are going to be times in the months ahead when you’re staying up late doing your homework or cramming for a test, or you’re dragging yourself out of bed on a rainy morning and you’re thinking, oh, boy, I wish maybe it was a snow day.(Laughter.)

But let me tell you, what you’re doing is worth it.There is nothing more important than what you’re doing right now.Nothing is going to have as great an impact on your success in life as your education, how you’re doing in school.More and more, the kinds of opportunities that are open to you are going to be determined by how far you go in school.The farther you go in school, the farther you’re going to go in life.And at a time when other countries are competing with us like never before, when students around the world in Beijing, China, or Bangalore, India, are working harder than ever, and doing better than ever, your success in school is not just going to determine your success, it’s going to determine America’s success in the 21st century.So you’ve got an obligation to yourselves, and America has an obligation to you, to make sure you’re getting the best education possible.And making sure you get that kind of education is going to take all of us working hard and all of us working hand in hand.It takes all of us in government--from the governor to the mayor to the superintendent to the President--all of us doing our part to prepare our students, all of them, for success in the classroom and in college and in a career.It’s going to take an outstanding principal, like Principal Neff, and outstanding teachers like the ones you have here at Masterman--teachers who are going above and beyond the call of duty for their students.And it’s going to take parents who are committed to your education.Now, that’s what we have to do for you.That’s our responsibility.That’s our job.But you’ve got a job, too.You’ve got to show up to school on time.You’ve got to pay attention in your class.You’ve got to do your homework.You’ve got to study for exams.You’ve got to stay out of trouble.You’ve got to instill a sense of excellence in everything that you do.That kind of discipline, that kind of drive, that kind of hard work, is absolutely essential for success.And I can speak from experience here because unlike Kelly, I can’t say I always had this discipline.See, I can tell she was always disciplined.I wasn’t always disciplined.I wasn’t always the best student when I was younger.I made my share of mistakes.I still remember a conversation I had with my mother in high school.I was kind of a goof-off.And I was about the age of some of the folks here.And my grades were slipping.I hadn’t started my college applications.I was acting, as my mother put it, sort of casual about my future.I was doing good enough.I was smart enough that I could kind of get by.But I wasn’t really applying myself.And so I suspect this is a conversation that will sound familiar to some students and some parents here today.She decided to sit me down and said I had to change my attitude.My attitude was what I imagine every teenager’s attitude is when your parents have a conversation with you like that.I was like, you know, I don’t need to hear all this.I’m doing okay, I’m not flunking out.So I started to say that, and she just cut me right off.She said, you can’t just sit around waiting for luck to see you through.She said, you can get into any school you want in the country if you just put in a little bit of effort.She gave me a hard look and she said, you remember what that’s like? Effort?(Laughter.)Some of you have had that conversation.(Laughter.)And it was pretty jolting hearing my mother say that.But eventually her words had the intended effect, because I got serious about my studies.And I started to make an effort in everything that I did.And I began to see my grades and my prospects improve.And I know that if hard work could make the difference for me, then it can make a difference for all of you.And I know that there may be some people who are skeptical about that.Sometimes you may wonder if some people just aren’t better at certain things.You know, well, I’m not good at math or I’m just not really interested in my science classes.And it is true that we each have our own gifts, we each have our own talents that we have to discover and nurture.Not everybody is going to catch on in certain subjects as easily as others.But just because you’re not the best at something today doesn’t mean you can’t be tomorrow.Even if you don’t think of yourself as a math person or a science person, you can still excel in those subjects if you’re willing to make the effort.And you may find out you have talents you never dreamed of.Because one of the things I’ve discovered is excelling--whether it’s in school or in life--isn’t mainly about being smarter than everybody else.That’s not really the secret to success.It’s about working harder than everybody else.So don’t avoid new challenges--seek them out, step out of your comfort zone, don’t be afraid to ask for help.Your teachers and family are there to guide you.They want to know if you’re not catching on to something because they know that if you keep on working at it, you’re going to catch on.Don’t feel discouraged;don’t give up if you don’t succeed at something the first time.Try again, and learn from your mistakes.Don’t feel threatened if your friends are doing well;be proud of them, and see what lessons you can draw from what they’re doing right.Now, I’m sort of preaching to the choir here because I know that’s the kind of culture of excellence that you promote at Masterman.But I’m not just speaking to all of you, I’m speaking to kids all across the country.And I want them to all here that same message: That’s the kind of excellence we’ve got to promote in all of America’s schools.That’s one of the reasons why I’m announcing our second Commencement Challenge.Some of you may have heard of this.If your school is the winner, if you show us how teachers and students and parents are all working together to prepare your kids and your school for college and a career, if you show us how you’re giving back to your community and your country, then I will congratulate you in person by speaking at your commencement.Last year I was in Michigan at Kalamazoo and had just a wonderful time.Although I got to admit, their graduating class was about 700 kids and my hands were really sore at the end of it because I was shaking all of them.(Laughter.)

But the truth is, an education is about more than getting into a good college.It’s about more than getting a good job when you graduate.It’s about giving each and every one of us the chance to fulfill our promise, and to be the best version of ourselves we can be.And part of that means treating others the way we want to be treated--with kindness and respect.So that’s something else that I want to communicate to students not just here at Masterman but all across the country.Sometimes kids can be mean to other kids.Let’s face it.We don’t always treat each other with respect and kindness.That’s true for adults as well, by the way.And sometimes that’s especially true in middle school or high school, because being a teenager isn’t easy.It’s a time when you’re wrestling with a lot of things.When I was in my teens, I was wrestling with all sorts of questions about who I was.I had a white mother and a black father, and my father wasn’t around;he had left when I was two.And so there were all kinds of issues that I was dealing with.Some of you may be working through your own questions right now and coming to terms with what makes you different.And I know that figuring out all of that can be even more difficult when you’ve got bullies in a class who try to use those differences to pick on you or poke fun at you, to make you feel bad about yourself.And in some places, the problem is even more serious.There are neighborhoods in my hometown of Chicago, and there are neighborhoods right here in Philadelphia where kids are doing each other serious harm.So, what I want to say to every kid, every young person--what I want all of you--if you take away one thing from my speech, I want you to take away the notion that life is precious, and part of what makes it so wonderful is its diversity, that all of us are different.And we shouldn’t be embarrassed by the things that make us different.We should be proud of them, because it’s the thing that makes us different that makes us who we are, that makes us unique.And the strength and character of this country has always come from our ability to recognize--no matter who we are, no matter where we come from, no matter what we look like, no matter what abilities we have--to recognize ourselves in each other.I was reminded of that idea the other day when I read a letter from Tamerria Robinson.She’s a 12-year-old girl in Georgia.And she told me about how hard she works and about all the community service she does with her brother.And she wrote, “I try to achieve my dreams and help others do the same.” “That,” she said, “is how the world should work.” That’s a pretty good motto.I work hard to achieve my goals and then I try to help others to achieve their goals.And I agree with Tamerria.That’s how the world should work.But it’s only going to work that way if all of you get in good habits while you’re in school.So, yes, each of us need to work hard.We all have to take responsibilities for our own education.We need to take responsibility for our own lives.But what makes us who we are is that here, in this country, in the United States of America, we don’t just reach for our own dreams, we try to help others do the same.This is a country that gives all its daughters and all of its sons a fair chance, a chance to make the most of their lives and fulfill their God-given potential.And I’m absolutely confident that if all of our students--here at Masterman and across this country--keep doing their part, if you guys work hard and you’re focused on your education, you keep fighting for your dreams and then you help each other reach each other’s dreams, then you’re not only going to succeed this year, you’re going to succeed for the rest of your lives.And that means America will succeed in the 21st century.So my main message to all of you here today: I couldn’t be prouder of you.Keep it up.All of you I know are going to do great things in the future.And maybe some time in the 21st century, it’s going to be one of you that’s standing up here speaking to a group of kids as President of the United States.Thank you.God bless you, and God bless the United States of America.Thank you.(Applause.)

7.从人际元功能视角分析奥巴马演讲 篇七

关键词：人际元功能,人称代词,情态动词

本文主要从系统功能语言学人际元功能的角度系统对奥巴马有关政治、经济、外交、战争和教育等方面的系列演讲进行分析, 进一步挖掘其演讲语言艺术的内涵、特征, 希望对研究相关或相似的演讲有一定的鉴借作用。

一、相关研究回顾

目前国内有的学者对奥巴马演讲作了相关研究的要有:李国华从词源理论角度研究了奥巴马演讲的英译汉策略。迟梦筠以Leech的礼貌原则为依据, 研究了奥巴马演讲的翻译, 得出礼貌原则既能提升观众的认同感, 获得观众的信任实现其政治目的, 同时也为译者解读演讲辞提供了新的分析方法和思路等。

二、研究框架和理论背景

本文以奥巴马演讲中具有代表性的多篇演讲为语料研究对象, 是从系统功能语言学的人际功能角度情态、语气和人称代词等视角以定性和定量结合的方法来对奥巴马的政治演讲文稿整合分类进行分析研究。系统功能语言学家韩礼德的元功能思想认为语言的性质决定人们对语言的要求:即语言必须完成的功能。这就是“元功能”或者“纯理功能”。韩礼德的元功能包括三个方面:概念功能, 人际功能, 语篇功能。语言的人际功能是指语言具有表达讲话者的亲身经历和内心活动的功能外, 还具有表达讲话者的身份, 地位, 态度, 动机和他对事物的推断, 判断和评价等功能。语言的人际功能是语言的参与功能的, 通过这一功能, 讲话者使自己参与到某一情景语境中, 来表达他的态度和推断, 并试图影响别人的态度和行为, 还可以表示交际角色的关系, 即讲话者或者听话者在交际过程中扮演的角色之间的关系。如讲话者可以陈述自己的见解, 提问, 下命令, 作指示, 表达惊讶或恐惧的情感, 表示怀疑等。在交际中可以组成四种主要的言语功能:提供 (offer) , 命令 (command) , 陈述 (statement) , 提问 (question) 。人际功能中的情态系统是指讲话者对自己讲的命题的成功性和有效性所做的判断, 或者在命令中要求对方承担自己的义务, 或者在提议中表达的个人意愿。情态动词有高、中、低值之分, 其中高值有must、ought to、need、has to、is to;中值有will、would、shall、should、will;低值有may、might、can、could。

三、研究发现

1.语气。通过对奥巴马发表的有关经济, 外交, 战争, 移民和教育这五个方面的演讲语料的统计分析, 我们得出其中陈述语气有684句, 祈使语气有31句, 疑问语气有8句。

2.情态动词。通过这几篇文章的情态动词的使用频率统计, 我们可以得出五篇演讲文稿中高值情态动词must使用了14次, 中值情态动词should (32次) 、can (96次) 、will (70次) ;低值情态动词may (17次) 其中有关外交政策篇里面must使用最多为11次, 其次是战争篇must使用次数为3词, 其余三篇must使用次数均为0次。

3.人称代词。通过统计得出奥巴马这五篇演讲中I (me) 265次、we (our, us) 194次685次、you (your) 257次、he (him, his) 46次、they (them, their) 176次。

四、具体分析

从人称代词使用的频率中我们可以看出其中第一人称复数 (we、our、us) 使用最多, 这样的称呼使得演讲者和听众联系在一起, 有利于拉近二者之间的心理距离从而引起听众对演讲者所传达的观点和决定的共鸣;也说明演讲主要是一个以说话者和听着的互动的过程。I (me) 使用频率位居第二, 说明演讲也是陈述演讲者的立场和观点的过程, 使用第一人称单数可以更加清晰明确的表达演讲者个人的政治观点和立场。使用you (your) 的频率位于第三位, 其所要表达的人际意义是演讲者在陈述听众的权利义务和职责, 那么使用第二人称可以更加明晰的使得听众意识到自己的责任和义务。位居最后的是第三人称they (them、their) 176次he (him、his) 46次, 这种第三人称的使用有时候是为了引用第三者的观点, 有时候是为了划清界限:如当提起自己的竞争对手共和党、或讲述对别的国家的政策、或表述恐怖分子敌人的时候, 奥巴马使用的都是第三人称。

在情态动词的使用频率统计的数据中我们可以发现, 在表示对外立场及有关战争的演讲中的态度很强时才使用语气很强的情态词如must。而表示经济, 移民和教育类的演讲则可以不需要使用那么强的语气, 使用的是中低值情态动词。另外, 我们可以发现中低值情态动词should、can和will是使用最普遍也频率最高的情态动词, 这样的用词可以树立一位亲和不至于太强势的执政者形象, 在外交方面演讲使用大量中低值情态动词也与奥巴马一直所倡导的“巧实力”外交政策有关。而低值情态动词may使用频率相对是最少的, 因为may表示了不确定因素, 奥巴马只有在表达含有不确定因素的情况下才会使用, 这样也使得其言论或结论不至于太绝对。

综上所述, 从系统功能语言学的人际功能视角对奥巴马演讲中的语气、情态动词和人称代词的使用的频率的分析, 可以得出这样的用词方式是和其要表达的人际交往功能或隐含的政治主张是紧密相连的。如此巧妙的用词也使得奥巴马演讲极富言语特色和充满感染力, 奥巴马能够取得连任也是和他的极富魅力的演讲技巧有一定关系的。分析其演讲不仅可以充分了解其语言艺术, 同时希望对类似演讲的研究有一定的借鉴作用。

参考文献

8.奥巴马开学演讲广受争议等 篇八

奥巴马开学演讲广受争议

美国总统奥巴马9月8日向全美的学生发表演讲,鼓励学生努力学习,不要辍学。这个演讲遭到许多美国保守派人士的批评。

奥巴马在弗吉尼亚州阿灵顿郡韦克菲尔德高中开学典礼的演讲上,呼吁学生要对自己的教育负责,不要让逆境和失败阻挡前程。

保守派人士指责政府超越了管理学校事务的权限,并指责奥巴马试图向学生灌输他的施政策略。一些学校决定不播放总统的演讲,一些家长告诉他们的孩子要抵制这个演讲。抗议者在总统讲话的学校外聚集示威。白宫则表示,奥巴马只是想激励学生。

美国的新学年在争议声中开始了。这些争议的焦点围绕着奥巴马的此次讲话。一些家长发起了抵制总统演讲的行动,这表现出美国政治上的巨大分歧。

(美国之音网站 2009年9月8日)

美国高校酝酿虚拟革命

网络教育或将取代传统大学

美国2009年上大学的学生,可能成为传统意义上上大学的最后一代,互联网带来的信息共享,将打破传统观念上的大学概念。美国将彻底改革本科教育。

美国的社区大学和营利性教育机构开办网络课堂。远程教育技术的发展正在改变学生获得文凭的方式。一些重点大学开始在网上提供基础教学课程,今后网络教学将逐渐被人们所接受。

网络教育不仅意味着学习方式的改变,学术研究资金供给、高校文化和教师任期制度都将受到冲击。

网络教育使课堂和大学不再连为一体。网络教育课程主要按学分计算,而不是像传统教育那样要求学生到教室上课。但是,要让雇主接受网络文凭,尚需要观念上的转变。

(美国《华盛顿邮报》2009年9月13日)

英国学生贷款延期发放大学推迟缴费期限

英国负责新生贷款业务的学生贷款公司表示,工作人员仍在处理8月份递交的学生贷款申请表格,2009年的学生贷款将延期发放。

为了让学生安心读书,牛津布鲁克斯大学表示,学生们可以在资金暂时不到位的情况下先行注册,并允许新生暂缓缴纳大学住宿费。

(英国广播公司2009年9月15日)

英国职业文凭认同率不如预期

建筑施工职业文凭课程是英国政府首批推出的职业课程之一。目前英格兰仅有1.2万名学生就读职业文凭课程。

英国政府希望让职业文凭课程成为教育系统中的一项核心学历,并与A-level和GCSE考试具有同样效力。新增的职业文凭课程包括环境科学、美容美发、制造加工、酒店管理和金融学。英国政府希望学生人数能够从1.2万名增至4万名。

目前,英国职业文凭课程共设有10类专业课程。但英国高校对这一学历信任度并不高。埃克塞特大学的一项调查显示,如果学生仅有职业文凭,申请到大学深造的成功率并不高。

英国19所被访高校表示对这些职业文凭的信任度不高,在录取持职业文凭的学生时会采取谨慎态度。

(英国广播公司 2009年9月2日)

申请美国名校课外活动要求高

申请美国大学需要三样材料,GPA、SAT成绩和课外活动表现。课外活动表现和考试成绩在申请美国名校时同样重要。

申请一流大学的学生,GPA达4.0或SAT考到2 000分以上的学生大有人在。校方很难单就成绩作取舍时,课外活动表现就成为重要依据。因此越好的学校,对课外活动表现的要求就越高。

好的课外活动必须具备独特性和关联性,学生尽量选择独一无二或重复性不高的课外活动,且最好与想申请的专业相关。

(美国《世界日报》2009年8月31日)

英国辅导老师帮倒忙学生成绩反下降

英国政府为了帮助一些“后进”学生,实行辅导老师制度,为这些学生聘请辅导老师。但是最近做的一项调查结果显示,这些老师似乎帮了倒忙。

英国伦敦大学教育学院通过对英国153所学校进行调查后发现,那些得到辅导老师帮助的学生取得的进步,还不如那些没有得到帮助的学生。

调研人员于2005-2006年度进行了首次调查,重点调查了2万名辅导老师和8 000名被辅导的学生,调查结果让他们大吃一惊。为了再次求证,调研人员在2007-2008年度进行的第二次调查结果与上次相同。

调查组领导人彼得·布莱奇福德称,学生成绩下降不应责怪辅导老师,这是因为安排和管理辅导老师的方式所导致。主要原因是,辅导老师对学生的辅导偏离教学大纲。