探討 TED 講稿結構與詞串分析｜國立臺灣科技大學博碩士論文系統

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研究生：	徐曼寧 Man-Ning Hsu
論文名稱：	探討 TED 講稿結構與詞串分析 Research Perspectives on Speech Arrangements and Clusters in TED Talk Transcripts
指導教授：	王世平 Shih-ping Wang
口試委員:	薩文蕙 Wen-Hui Sah 鄧慧君 Huei-Chun Teng
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2014
畢業學年度：	102
語文別：	英文
論文頁數：	149
中文關鍵詞：	TED 、演講、演講結構、詞串、語料庫
外文關鍵詞：	TED, public speaking, speech arrangement, cluster, corpus
相關次數：	點閱：279 下載：8
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近十年，數位學習資源已逐漸成為教育的重要媒介，TED為其一著名之免費線上教育資源平台，迄今已累積超過10億次瀏覽人次，人氣仍持續攀升。TED為科技、娛樂、設計三個字詞的縮寫，成立於1984年，宗旨在於廣納各方人才發表啟迪人心的演講，並將演講影片與多國字幕公開於其官網。本研究蒐集200篇介於2001∼2014年間瀏覽人次最高之TED演講講稿為研究語料（共475,833字），探討TED演講的三個語言層面，分別為詞彙、句法（詞串）與文本結構（演講結構），並分析TED演講長度與講者之背景關係。

研究整理出TED講者的常用詞彙與3字詞、4字詞與5字詞詞串。文本分析結果顯示，TED講稿大致可分為7種常用之演講結構（包括空間序列、時間序列、主題序列、比較與對比序列、因果序列、心理層次序列、動機序列）。此外，研究發現，講述發明的演講與一般學術文章撰寫序列相似（包括研究背景與介紹、文獻、研究方法、結果、結論），但TED講者通常省略交代艱澀的文獻、以簡略方式提及研究方法，並花大量篇幅展示與提及研究結果，研究團隊、研發困難、應用層面、研究進度與團隊誌謝則可為講者自由選擇是否提及。另外，研究也發現，TED 講者在使用研究佐證論點時，偏好使用兩種方式講述其研究，一為講述在相異地點進行之同一研究，二為於相同地點進行的同質、卻具些微差別的研究，以檢視自變數。依TED 演講時間長度歸納的結果顯示，32%的演講超過TED 規定之18分鐘限度，而有90%的演講介於3∼21分鐘，其中屬「生命、物理和社會科學領域」、「藝術、設計、娛樂及傳播媒體領域」與「教育領域」等三類講者超時演講佔約9成。本研究依歸納結果提出建議，觀眾可接受範圍之演講應介於3∼21分鐘之間，為適宜之演講長度。

本研究為TED 講稿之研究初探，TED 語料庫之詞彙（200 常用詞彙）、句法（100 常用3 字詞、4 字詞與5 字詞串）、文本結構分析（演講結構）與演講長度分析（適宜演講長度）等結果提供以語言習得與演講練習為目的之學習者為參考指標。

Digital learning has frequently been used as a vehicle over the past decade for reaching educational goals, TED (Technology, Entertainment, Design) as one of the famous platforms among the online educational resources has hit more than 1 billion views. TED was launched in 1984 with purpose of capturing and amplifying voices of great speakers around the world. TED talks as well as multi-language subtitles are available online. The present study aims to explore the engaging ways of TED talks in three different levels of language (i.e., lexical level, syntactic level, and contextual level). Transcripts of the top 200 TED talks with most views (475,833 tokens) delivered from 2001 to 2014 were constructed for the analysis.

In terms of lexical level and syntactic level of language, 200 most frequently used words and top 100 three-, four-, and five-word clusters among the corpus were identified and analyzed in the study. In terms of contextual level of language, seven commonly used speech arrangements applied in TED talks were classified (i.e., spatial chronological, topical, comparison and contrast, causal, psychological, and Monroe’s motivated sequence). In addition, by dividing clusters, the speech arrangement of invention speeches in TED talks was found similar to the common organization of the academic writings (i.e., introduction and motivation of research, literature review, methodology, results, and conclusion.) However, literature review are usually omitted, research approaches are often simplified. Demonstration and explanation of results remains the main focus of among the research corpus. Sections include mentioning to research team, challenge, application, current status, and acknowledgement seem to be optional. Another finding of clusters TEDsters share in common was also identified, especially the two ways they share in common as proofs to test independent variables: (1) to mention the same research conducted in different places and (2) to mention the same research but in slightly different forms conducted in the same place.

As for the analysis to the length distribution of TED talks, 32% of the speeches were found to have exceeded the 18-minute slot rule set by TED. The distribution shows that 90% of the speeches are finished between 3 to 21 minutes. Besides, among the exceeded talks, about 90% of them are contributed by speakers from three fields: life, physical, and social science, arts, design, entertainment, and media fields, and education, training, and library occupations. According to findings, the study suggests that an appropriate length of a speech that could be accepted by the audience should between 3 to 21 minutes.

The study expects to provide useful references for idiomatic use of English in delivering TED-like speeches. Also, the study is hoped to improve ESL and EFL
learners’ learning efficiency in obtaining skills of delivering speeches as well as to provide some insightful pedagogical implications and applications in teaching both public speaking and daily communication.

TABLE OF CONTENTS

中文摘要 i
ABSTRACT ii
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES xii
CHAPTER ONE: INTRODUCTION
  1.1 Background and Motivation 1
  1.2 Purpose of the Study 7
  1.3 Research Questions 8
  1.4 Significance of the Study 8
  1.5 Definition of the Key Terms 9
  1.6 Organization of the Study 11
CHAPTER TWO: LITERATURE REVIEW
  2.1 Introduction to TED 12
      2.1.1 History of TED 13
      2.1.2 TEDsters and TED Talks 17
      2.1.3 Related Studies of TED 21
  2.2 Introduction to Speech 23
      2.2.1 Three General Purposes of Speech 24
      2.2.2 Three General Types of Speech 26
      2.2.3 Grey Zones among Three General Types of Speech 27
  2.3 General Disposition of Speech: Defining Research Framework 28
      2.3.1 Introduction (Abstract) 29
      2.3.2 Body 30
      2.3.3 Conclusion 31
  2.4 Speech Arrangements 32
      2.4.1 Spatial Organization 33
      2.4.2 Chronological Organization 34
      2.4.3 Topical Organization 37
      2.4.4 Comparison and Contrast Organization 38
      2.4.5 Causal Organization 39
      2.4.6 Psychological Organization 41
      2.4.7 Monroe’s Motivated Sequence 42
  2.5 Summary 44
CHAPTER THREE: METHODOLOGY
  3.1 Research Data 47
  3.2 Data Collection 48
  3.3 Instruments 50
  3.4 Analytical Procedures 51
      3.4.1 Procedures of Answering Research Question 1 51
      3.4.2 Procedures of Answering Research Question 2 53
      3.4.3 Procedures of Answering Research Question 3 53
CHAPTER FOUR: RESULTS
  4.1 The Frequently Used Words and the Most Used Three-, Four-, and Five-word
      Clusters in TED Talks (RQ1) 59
      4.1.1 The Frequently Used Words in TED Talks 59
      4.1.2 The Frequently Used Clusters in TED Talks 62
  4.2 The Commonly Applied Speech Arrangements in TED Talks (RQ2) 73
      4.2.1 Spatial Organization 74
      4.2.2 Chronological Organization 76
      4.2.3 Topical Organization 80
      4.2.4 Comparison and Contrast Organization 87
      4.2.5 Causal Organization 89
      4.2.6 Psychological Organization 89
      4.2.7 Monroe’s Motivated Sequence 91
      4.2.8 Talks Describing Inventions 94
      4.2.9 Talks Describing Experiments 101
  4.3 The Length Distribution of TED Talks (RQ3) 104
      4.3.1 Length Distribution of TED Talks 104
      4.3.2 Occupational Distribution of TEDsters 105
      4.3.3 Relations between TEDsters’ Occupational Backgrounds and Length
            Distribution of Their Talks 107
CHAPTER FIVE: DISCUSSION AND CONCLUSION
  5.1 Summary of the Major Findings 109
  5.2 Discussion of the Major Findings 112
  5.3 Limitations and Suggestions 114
  5.4 Concluding Remarks 116
REFERENCES 118
APPENDICES
  APPENDIX I. List of the Top 200 TED Talks 126
  APPENDIX II. 200 Most Frequent Words in 1,385 TED Talk Transcripts 136
  APPENDIX III. 200 Most Frequent 3-word Clusters in 1,385 TED Talk
                Transcripts 139
  APPENDIX IV. 200 Most Frequent 4-word Clusters in 1,385 TED Talk
               Transcripts 141
  APPENDIX V. 200 Most Frequent 5-word Clusters in 1,385 TED Talk
              Transcripts 143
  APPENDIX VI. Examples of Clusters in Invention TED Talk Transcripts 145

                                

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