Luận văn thạc sĩ VNU ULIS a CDA al gores lecture at nobel peace prize award 2007

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ……………………. …………………… HOÀNG NGUYỆT ANH A CDA OF AL GORE’S LECTURE AT NOBEL PEACE PRIZE AWARD 2007 (PHÂN TÍCH BÀI PHÁT BIỂU CỦA AL GORE TẠI LỄ TRAO GIẢI NOBEL VÌ HỒ BÌNH NĂM 2007 DƯỚI GÓC ĐỘ PHÊ PHÁN) M.A MINOR THESIS Field: English Linguistics Code: 60.22.15 HANOI – 2008 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ……………………. …………………… HOÀNG NGUYỆT ANH A CDA OF AL GORE’S LECTURE AT NOBEL PEACE PRIZE AWARD 2007 (PHÂN TÍCH BÀI PHÁT BIỂU CỦA AL GORE TẠI LỄ TRAO GIẢI NOBEL VÌ HỒ BÌNH NĂM 2007 DƯỚI GĨC ĐỘ PHÊ PHÁN) M.A MINOR THESIS Field: English Linguistics Code: 60.22.15 Supervisor: Prof Nguyễn Hoà HANOI – 2008 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com FEAGURES AND TABLES Page Figure 1: Interpretation 13 Figure 2: Explanation 14 A Fragment of the Mood System in English 17 Table 1: Process types, their meanings and participants 16 Table 2: Components of a Multiple Theme 19 Figure 3: LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABBREVIATIONS CDA: Critical Discourse Analysis MR: Member’s Resources SFG: Systemic Functional Grammar SFL: Systemic Functional Language LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENT Declaration i Acknowledgement ii Abstract iii Figures and Tables iv Abbreviations v PART A: INTRODUCTION 1 Rationale Aims of the study Scope of the study Research questions Research methods and procedure PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND I Overview of critical analysis (CDA) The notion of CDA, Power and Ideology: 1.1 Critical Discourse Analysis: 1.2 Power in language: 1.3 Language and Ideology: Main approaches to CDA: II Halliday‟s Systemic Functional Grammar (SFG): 15 Transitivity 16 Mood & Modality system 17 Thematic System 18 CHAPTER II: ALBERT A GORE AND THE NOBEL PEACE PRIZE 2007 20 Al Gore‟s Biography: 20 The environmental activities and the Nobel Prize 2007: 21 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CHAPTER III: A CDA OF AL GORE‟S LECTURE AT NOBEL PEACE PRIZE AWARD 2007 I The lecture 23 II The Analysis of the Lecture: 24 Analyzing Framework 24 Textual Description and Explanation 25 2.1 Vocabulary analysis 25 2.2 Grammatical Analysis: 33 2.2.1 The relational values of the grammatical features 33 2.2.2 The experiential values of the grammatical features 36 2.2.3 The expressive values of the grammatical features 41 2.2.4 The cohesion of the text 42 2.2.5 Thematic analysis of the text 43 2.3 The macrostructure of the discourse 47 Interpretation of the discourse 50 3.1 The situational context of the discourse 50 3.2 Gore‟s stance and his ideology 52 3.2 The language use 52 3.3 Presuppositions 54 PART C: CONCLUSION 56 The Findings 56 Conclusion 57 Implications and suggestion for further study 59 REFERENCES 61 APPENDIX: Al Gore‟s Lecture at Nobel Peace prize Award 2007 I LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 10 Part A INTRODUCTION Rationale In the 1970s, linguistics saw the appearance and then the emergence of a new approach of discourse analysis – critical discourse analysis (CDA) which fundamentally changed linguists‟ look on encoded massages, texts, and discourses CDA has been asserted to be the critical study of language in which language is viewed as a tool of power and the imposition of speakers‟ or writers‟ ideology on their audience especially in politics and social affairs In other words, doing a CDA is much in reference to exploring authors‟ power and ideology hidden in their choice and use of language units rather than the mere meaning conveyed by words and grammar structures By all means, doing a CDA is really always a challenge to learners of language in the sense that it requires an integrated background knowledge not only linguistically but also socially The requirement of applying knowledge of various linguistic fields beside an understanding of social circumstances surrounding a discourse is obviously the inquiry of a serious working for a full grasp of a specific discourse and what it conceals And that stimulates the writer of this thesis to a CDA and take it as her graduation paper It is said that CDA targets at political and social-matter-related discourses; and the twenty first century is supposed to be the age of discourses concerning global matters such as globalization, nuclear weapon, population and anti-terrorism war… since those best describe the power relation in the modern world And Albert A Gore‟s lecture at the Nobel Peace Prize Award is an illustration In this speech, Gore again mentioned and rang the bell warning a global hot issue which is climate changes and their consequences – a negative effect of globalization For these reasons, I adopted this discourse as a case for doing CDA Aims of the study: By doing the analysis of Al Gore‟s Nobel Peace Prize Lecture, I would like to seek for the relations among language, power and ideology It is assumed that the relations of power and speaker‟s ideology are encoded within linguistic features The analysis of the LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 11 chosen discourse aims at clarifying Gore‟s power and ideology beyond his use of language Scope of the study: In this paper, I am going to make a sketch of CDA by covering principal theories and approaches by famous critical discourse analysts which are the background for every CDA works Also their views on the relation between language, power and ideology – an important goal of CDA - will be recalled On the basis of the theoretical background set, I am about doing an analysis of Albert A Gore‟s lecture at the Nobel Peace Prize Award 2007 to firstly explore his use of language, then and more importantly to make explicit his ideologies of climate changes expressed via words and structures he employed At the same time, how he imposed those ideologies on his audience, in other words, how he exercises his power by force of language, will be under investigation Research questions: Obviously, Al Gore‟s Nobel Peace Prize Lecture is a political discourse which discusses an environmental effect of globalization – climate changes and their consequences Since it turns out to be a matter of fact that politics is concerned with power, a political discourse is no doubt somehow an instrument of creating and reinforcing power and ideology The questions are: in this discourse, - in which way is language used to describe the power relation? - In which way is Gore‟s ideology made „common sense‟? Research methods and procedure This is a case study of CDA which examines how ideology and power relation are embedded in a discourse Therefore, the analysis of the chosen discourse is meant to investigate linguistic features which carries the speakers‟ ideology and power in a contrastive comparison to CDA theory Hence, the procedure of conducting this study foremost concerns the collecting and summarizing the CDA theory to create a background for the analysis of the chosen discourse LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 12 The analysis of the chosen discourse is carried out by means of Fairclough‟s theory and method Hallidayan Systemic Functional Grammar is also an essential tool of analyzing in combination with Fairclough‟s CDA theory This combination will help me to uncover the hidden ideology and power relation in the discourse The analyzing of the discourse will be in compliance with analyzing steps suggested by Fairclough LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 13 Part B DEVELOPMENT CHAPTER I THEORETICAL BACKGROUND I Overview of Critical Discourse Analysis (CDA): The notion of CDA, Power and Ideology: 1.1 Critical Discourse Analysis: CDA is an interdisciplinary approach to the study of discourse, which views “language as a form of social practice” (Fairclough, 2001:20), and focuses on the ways social and political domination is reproduced by text and talk In a sense, it is a historically and socially placed action, both in itself socially shaped and socially shaping, what Fairclough called „constitutive‟ It is constitutive both in sense that it helps to sustain and reproduce the social status quo, and in the sense that it contributes to transforming it Simply put, CDA can be understood to be “analyzing discourse critically.” It can be therefore traced to the definitions of “discourse” and “critical” for a full understanding of CDA As a matter of fact, the term “Discourse” is used very differently by different researchers and in different academic culture In German and Central European, Discourse and Text are made distinct relating to the tradition in text linguistics as well as to rhetoric Whereas, in English speaking world, Discourse is used to refer to both written and oral texts Linking to the socio – cognitive theory of Teun van Dijk, Woddak (2001) views discourse as a form of knowledge and memory, whereas text illustrate concrete oral utterances or written documents The concept “Critical” is nowadays conventionally used in a broad sense denoting the practical linking of social and political engagement, while recognizing “that, in human matters, interconnections and chains of cause – and – effect may be distorted out of vision Hence, “critique” is essentially making visible the interconnectedness of things.” (Fairclough, 1995:747) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 69 3.2 Suggestion for further study: Due to the size of a minor thesis, the work only deals with the relation of power and speaker‟s ideology through the relational values, experiential values and expressive values of the linguistic features However, in the process of analyzing this discourse, it comes to me that this is a discourse of high persuasiveness The persuasion in this discourse lies in the speaker‟s personality and stance, the arousal of emotion, and the rhetorical means Therefore, I believe that power and ideology in the light of persuasive values would be an interesting topic to a study on LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 70 REFERENCES AECT (2004) Definition and terminology committee document #MM4.0, from: http://www.aect.org/about/div_.asp?DivisionID=18 Algonquin, (1996) Algonquin College of Applied Arts and Technology: Learning on the Internet, from: http://www.algonquinc.on.ca/edtech/gened/styles.html Al-Jarf, R (2004) World Arabic Translator‟s Association (WATA), College students‟ attitudes towards using English and Arabic as a medium of instruction at the university level; Accessed 04 Feb 2010, from: http://sona3.org/vb/showthread.php?p=13592 ASTD (2005) ASTD‟s E-Learning glossary Learning Circuits: Available online http://www.learningcircuits.org/glossary.html Armstrong, K & Day, P (1996) Librarians, faculty and the Internet: developing a new information partnership: Computers in Libraries London: Library association Publishing London Barrett, B & Sharma, P (2007) Blended Learning, using technology inside and beyond the language classroom Oxford: Macmillan Biggs, J B (1999) Teaching for quality learning at university, what the student does Buckingham, UK: Open University Press Bollag, B (1996) Better Internet access sought for researchers around the world: Chronicles of higher education A, (pp 14-16) Macmillan, London Canh, Le (1999) Language and Vietnamese pedagogical contexts, The Fourth International Conference on Language and Development Hanoi, Vietnam: Hanoi International University Press 10 Collis, B & Moonen, J (2001) Flexible learning in a digital world: Experiences and expectations London 11 Chen, P.C (2004) The Selected Papers from the Thirteenth International Symposium on Teaching English EFL students‟ learning styles and attitudes toward technology use (pp 312-322) Cambridge: Cambridge University Press LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 71 12 Chun, D M & Plass, J L (1997) Research on text comprehension in multimedia en vironments, language learning & technology, (1), (pp.60-81) Retrieved October 11t h 2005, from http://llt.msu.edu/vol1num1/chun_plass/default.html 13 Crystal, David (2003) English as a global language, Cambridge: Cambridge University Press 14 Davies, Paul (2000) Success in English teaching, Oxford: Oxford University Press 15 Decision No 246/2005/QD-TTg “Strategy for development of Vietnam's information and communication technology toward 2010 and orientations toward 2020” Dated, 6th, October, 2005, the Prime Minister 16 Decision No 1400/QD-TTg “Foreign languages teaching and learning for Vietnamese citizens 2008-2020 program” Dated, 30th September, 2008, the Prime Minister 17 Decision No 1665/SGD&ĐT-VP, “Conference of applying information and technology into training and education” Dated October 31st 2008, the manager of Thanh Hoa Education and Training Department 18 Dee LaMont Johnson, Cleborne D & Maddux, Leping Liu (1997) “Using technology in the classroom” The Haworth Press, Inc., 1997, (pp.108) New York: Harper & Row 19 Dupagne, M & K.A Krendl (1992) Teachers‟ attitudes toward computers: A review of literature J.Res Computing in Edu, (pp 24-29) Cambridge: Cambridge University Press 20 Graddol, D (2000) The future of English: A guide to forecasting the popularity of the English language in the 21st century (2nd Edition) The British Council 21 Higgins, J & Johns, T (1984) Computers in language learning London: Collins 22 Honey, M., Culp, K M., & Carrigg, F (2000) Perspectives on technology and education research: lessons from the past and present Journal of Educational Computing Research, 23(1), (pp.5-14) Cambridge: Cambridge University Press 23 Kenning M.M & Kenning M J (1990) Computers and language learning: Current theory and practice New York: Ellis Horwood 24 Levy, M (1997) CALL: Context and conceptualisation Oxford: Oxford University Press 25 Marton, F & Booth, S (1997) Learning and awareness Mahwah, NJ: Lawrence Erlbaum LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 72 26 Marty, F (1981) Reflections on the use of computers in second language acquisition System 9/2, (pp 85-98) Cambridge: Cambridge University Press 27 Mike, D (1995) Internet in the schools: A literacy perspective Journal of Adolescent and Adults Literacy, 40(1), (pp 21-36) Virginia: Capital books 28 Moore, Z., Morales, B & Carel, S (1998) Technology and teaching culture: Results of a state survey of foreign language teachers CALICO Journal, 15(1-3), (pp 109-128) 29 Morrison, James (1999) Information technology tools and the future of teaching and learning: An Interview with Gary Staunch Available at: http://horizon.unc.edu/TS/vision/1999-05.asp 30 Muffoletto, R (1994) Education and technology in a global society: Look for equity and social justice In N Metallinos (Ed.), Verbo-visual literacy: Understanding and applying new educational communication media technologies Montreal: Concordia University 31 Oppenheimer, T (1997) The computer delusion The Atlantic Monthly 280(1), (pp 45-62) NewYork: International Press, Inc 32 Paul, Davies (2002) Success in English teaching, (p.15) Oxford: Oxford University Press 33 Parr, J M (1999) Going to school the technological way: Co-constructed classrooms and student perceptions of learning with technology Journal of Educational Computing Research, 20(4), (pp 365-377) 34 Prosser, M & Trigwell, K (1999), "Understanding learning and teaching: The experience in higher education", Open University Press, Malabar, FA 35 Ramsden, P (1988) Studying learning: Improving teaching In P Ramsden (Ed.), Improving learning New perspectives (pp 13-31) London: Kogan Page 36 Rankin, W (1997) Increasing the communicative competence of foreign language students through the FL chat room Foreign Language Annals 30(4), (pp 542-546) 37 Resolution No 49/CP “Resolution of the government on the development of IT in the country during the 1990s” On 8th April, 1993, the Prime Minister 38 Rogers, A (1996) Teaching adults (2nd ed.) Buckingham: Open University Press 39 Rogers, C V (1988) Language with a purpose: using authentic materials in the foreign language classroom Foreign Language Annals, 21(5), (pp 467-476) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 73 40 Russell, Thomas L (Ed.) (1997) The "No significant difference" Phenomenon (4th ed.) North Carolina State University, Raleigh, North Carolina Available online: http://teleeducation.nb.ca/nosignificantdifference/, 41 Tuan Minh, Do Sử dụng phương tiện dạy học môn Tiếng Anh THPT, English Faculty, Foreign Language Universiy- Hanoi International University Hanoi 42 Underwood, J (1984) Linguistics, computers and the language teacher: a communicative approach Rowley, MA: Newbury House 43 Warschauer, M (1996) Computer-assisted language learning: An introduction In Fotos (ed.) Multimedia language teaching, (pp.3-20) Tokyo, japan: Logos International Retrieved May, 2007 from: http://www gse.uci.edu/faculty/markw/call.html 44 Warschauer, M & Healey D (1998) Computers and language learning An overview in Language Teaching, 31, (pp.57-71), from: http://www.en.sikipedia.org./wiki/computer-assisted-language learning 45 Van Driel, J.H., Beijaard, D & Verloop, N (2001) Professional development and reform in science education: The role of teachers‟ practical knowledge Journal of Research in Science Teaching, 38, (pp.137-158) 46 Verdugo, D & Belmonte, I (2007) Using digital stories to improve listening comprehension with Spanish young learners of English Language Learning and Technology, 11(1), (pp 87-101) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 74 APPENDIX Albert A Gore Nobel Peace Prize Lecture delivered 10 December 2007 Line Your Majesties, Your Royal Highnesses, Honorable members of the Norwegian Nobel Committee, Excellencies, Ladies and gentlemen: I have a purpose here today It is a purpose I have tried to serve for many years I have prayed that God would show me a way to accomplish it Sometimes, without warning, the future knocks on our door with a precious and painful vision of what might be One hundred and nineteen years ago, a wealthy inventor read his own obituary, mistakenly published years before his death Wrongly believing the inventor had just died, a newspaper printed a harsh judgment of his life's work, unfairly labeling 10 him "The Merchant of Death" because of his invention – dynamite 11 Shaken by this condemnation, the inventor made a fateful choice to serve 12 the cause of peace 13 Seven years later, Alfred Nobel created this prize and the others that bear 14 his name 15 Seven years ago tomorrow, I read my own political obituary in a judgment 16 that seemed to me harsh and mistaken – if not premature But that 17 unwelcome verdict also brought a precious and painful gift: an opportunity 18 to search for fresh new ways to serve my purpose 19 Unexpectedly, that quest has brought me here Even though I fear my 20 words cannot match this moment, I pray what I am feeling in my heart will LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 75 21 be communicated clearly enough that those who hear me will say, "We 22 must act." 23 The distinguished scientists with whom it is the greatest honor of my life 24 to share this award have laid before us a choice between two different 25 futures – a choice that to my ears echoes the words of an ancient prophet: 26 "Life or death, blessings or curses Therefore, choose life, that both thou 27 and thy seed may live." 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 We, the human species, are confronting a planetary emergency – a threat to the survival of our civilization that is gathering ominous and destructive potential even as we gather here But there is hopeful news as well: we have the ability to solve this crisis and avoid the worst – though not all – of its consequences, if we act boldly decisively and quickly However, despite a growing number of honorable exceptions, too many of the world's leaders are still best described in the words Winston Churchill applied to those who ignored Adolf Hitler's threat: "They go on in strange paradox, decided only to be undecided, resolved to be irresolute, adamant for drift, solid for fluidity, all powerful to be impotent." So today, we dumped another 70 million tons of global-warming pollution into the thin shell of atmosphere surrounding our planet, as if it were an open sewer And tomorrow, we will dump a slightly larger amount, with the cumulative concentrations now trapping more and more heat from the sun As a result, the earth has a fever And the fever is rising The experts have told us it is not a passing affliction that will heal by itself We asked for a second opinion And a third And a fourth And the consistent conclusion, restated with increasing alarm, is that something basic is wrong We are what is wrong, and we must make it right Last September 21, as the Northern Hemisphere tilted away from the sun, LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 76 50 scientists reported with unprecedented distress that the North Polar ice cap 51 is "falling off a cliff." One study estimated that it could be completely 52 gone during summer in less than 22 years Another new study, to be 53 presented by U.S Navy researchers later this week, warns it could happen 54 in as little as years 55 Seven years from now 56 In the last few months, it has been harder and harder to misinterpret the 57 signs that our world is spinning out of kilter Major cities in North and 58 South America, Asia and Australia are nearly out of water due to massive 59 droughts and melting glaciers Desperate farmers are losing their 60 livelihoods Peoples in the frozen Arctic and on low-lying Pacific islands 61 are planning evacuations of places they have long called home 62 Unprecedented wildfires have forced a half million people from their 63 homes in one country and caused a national emergency that almost 64 brought down the government in another Climate refugees have migrated 65 into areas already inhabited by people with different cultures, religions, 66 and traditions, increasing the potential for conflict Stronger storms in the 67 Pacific and Atlantic have threatened whole cities Millions have been 68 displaced by massive flooding in South Asia, Mexico, and 18 countries in 69 Africa As temperature extremes have increased, tens of thousands have 70 lost their lives We are recklessly burning and clearing our forests and 71 driving more and more species into extinction The very web of life on 72 which we depend is being ripped and frayed 73 We never intended to cause all this destruction, just as Alfred Nobel never 74 intended that dynamite be used for waging war He had hoped his 75 invention would promote human progress We shared that same worthy 76 goal when we began burning massive quantities of coal, then oil and 77 methane 78 Even in Nobel's time, there were a few warnings of the likely LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 77 79 consequences One of the very first winners of the Prize in chemistry 80 worried that, "We are evaporating our coal mines into the air." After 81 performing 10,000 equations by hand, Svante Arrhenius calculated that the 82 earth's average temperature would increase by many degrees if we doubled 83 the amount of CO2 in the atmosphere 84 Seventy years later, my teacher, Roger Revelle, and his colleague, Dave 85 Keeling, began to precisely document the increasing CO2 levels day by 86 day 87 But unlike most other forms of pollution, CO2 is invisible, tasteless, and 88 odorless – which has helped keep the truth about what it is doing to our 89 climate out of sight and out of mind Moreover, the catastrophe now 90 threatening us is unprecedented – and we often confuse the unprecedented 91 with the improbable 92 We also find it hard to imagine making the massive changes that are now 93 necessary to solve the crisis And when large truths are genuinely 94 inconvenient, whole societies can, at least for a time, ignore them Yet as 95 George Orwell reminds us: "Sooner or later a false belief bumps up 96 against solid reality, usually on a battlefield." 97 In the years since this prize was first awarded, the entire relationship 98 between humankind and the earth has been radically transformed And 99 still, we have remained largely oblivious to the impact of our cumulative 100 actions 101 Indeed, without realizing it, we have begun to wage war on the earth itself 102 Now, we and the earth's climate are locked in a relationship familiar to 103 war planners: "Mutually assured destruction." 104 More than two decades ago, scientists calculated that nuclear war could 105 throw so much debris and smoke into the air that it would block life-giving 106 sunlight from our atmosphere, causing a "nuclear winter." Their eloquent 107 warnings here in Oslo helped galvanize the world's resolve to halt the LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 78 108 nuclear arms race 109 Now science is warning us that if we not quickly reduce the global 110 warming pollution that is trapping so much of the heat our planet normally 111 radiates back out of the atmosphere, we are in danger of creating a 112 permanent 113 As the American poet Robert Frost wrote, " Some say the world will end 114 in fire; some say in ice." Either, he notes, "would suffice." 115 But neither need be our fate It is time to make peace with the planet 116 We must quickly mobilize our civilization with the urgency and resolve 117 that has previously been seen only when nations mobilized for war These 118 prior struggles for survival were won when leaders found words at the 11 th 119 hour that released a mighty surge of courage, hope and readiness to 120 sacrifice for a protracted and mortal challenge 121 These were not comforting and misleading assurances that the threat was 122 not real or imminent; that it would affect others but not ourselves; that 123 ordinary life might be lived even in the presence of extraordinary threat; 124 that Providence could be trusted to for us what we would not for 125 ourselves 126 No, these were calls to come to the defense of the common future They 127 were calls upon the courage, generosity and strength of entire peoples, 128 citizens of every class and condition who were ready to stand against the 129 threat once asked to so Our enemies in those times calculated that free 130 people would not rise to the challenge; they were, of course, 131 catastrophically wrong 132 Now comes the threat of climate crisis – a threat that is real, rising, 133 imminent, and universal Once again, it is the 11th hour The penalties for 134 ignoring this challenge are immense and growing, and at some near point 135 would be unsustainable and unrecoverable For now we still have the 136 power to choose our fate, and the remaining question is only this: Have we "carbon summer." LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 79 137 the will to act vigorously and in time, or will we remain imprisoned by a 138 dangerous illusion? 139 Mahatma Gandhi awakened the largest democracy on earth and forged a 140 shared resolve with what he called "Satyagraha" – or "truth force." 141 In every land, the truth – once known – has the power to set us free 142 Truth also has the power to unite us and bridge the distance between "me" 143 and "we," creating the basis for common effort and shared responsibility 144 There is an African proverb that says, "If you want to go quickly, go alone 145 If you want to go far, go together." We need to go far, quickly 146 We must abandon the conceit that individual, isolated, private actions are 147 the answer They can and help But they will not take us far enough 148 without collective action At the same time, we must ensure that in 149 mobilizing globally, we not invite the establishment of ideological 150 conformity and a new lock-step "ism." 151 That means adopting principles, values, laws, and treaties that release 152 creativity and initiative at every level of society in multifold responses 153 originating concurrently and spontaneously 154 This new consciousness requires expanding the possibilities inherent in all 155 humanity The innovators who will devise a new way to harness the sun's 156 energy for pennies or invent an engine that's carbon negative may live in 157 Lagos or Mumbai or Montevideo We must ensure that entrepreneurs and 158 inventors everywhere on the globe have the chance to change the world 159 When we unite for a moral purpose that is manifestly good and true, the 160 spiritual energy unleashed can transform us The generation that defeated 161 fascism throughout the world in the 1940s found, in rising to meet their 162 awesome challenge, that they had gained the moral authority and long- 163 term vision to launch the Marshall Plan, the United Nations, and a new 164 level of global cooperation and foresight that unified Europe and 165 facilitated the emergence of democracy and prosperity in Germany, Japan, LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 80 166 Italy and much of the world One of their visionary leaders said, "It is time 167 we steered by the stars and not by the lights of every passing ship." 168 In the last year of that war, you gave the Peace Prize to a man from my 169 hometown of 2000 people, Carthage, Tennessee Cordell Hull was 170 described by Franklin Roosevelt as the "Father of the United Nations." He 171 was an inspiration and hero to my own father, who followed Hull in the 172 Congress and the U.S Senate and in his commitment to world peace and 173 global cooperation 174 My parents spoke often of Hull, always in tones of reverence and 175 admiration Eight weeks ago, when you announced this prize, the deepest 176 emotion I felt was when I saw the headline in my hometown paper that 177 simply noted I had won the same prize that Cordell Hull had won I n that 178 moment, I knew what my father and mother would have felt were they 179 alive 180 Just as Hull's generation found moral authority in rising to solve the world 181 crisis caused by fascism, so too can we find our greatest opportunity in 182 rising to solve the climate crisis In the Kanji characters used in both 183 Chinese and Japanese, "crisis" is written with two symbols, the first 184 meaning "danger," the second "opportunity." By facing and removing the 185 danger of the climate crisis, we have the opportunity to gain the moral 186 authority and vision to vastly increase our own capacity to solve other 187 crises that have been too long ignored 188 We must understand the connections between the climate crisis and the 189 afflictions of poverty, hunger, HIV-Aids and other pandemics As these 190 problems are linked, so too must be their solutions We must begin by 191 making the common rescue of the global environment the central 192 organizing principle of the world community 193 Fifteen years ago, I made that case at the "Earth Summit" in Rio de 194 Janeiro Ten years ago, I presented it in Kyoto This week, I will urge the LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 81 195 delegates in Bali to adopt a bold mandate for a treaty that establishes a 196 universal global cap on emissions and uses the market in emissions trading 197 to efficiently allocate resources to the most effective opportunities for 198 speedy reductions 199 This treaty should be ratified and brought into effect everywhere in the 200 world by the beginning of 2010 – two years sooner than presently 201 contemplated The pace of our response must be accelerated to match the 202 accelerating pace of the crisis itself 203 Heads of state should meet early next year to review what was 204 accomplished in Bali and take personal responsibility for addressing this 205 crisis It is not unreasonable to ask, given the gravity of our circumstances, 206 that these heads of state meet every three months until the treaty is 207 completed 208 We also need a moratorium on the construction of any new generating 209 facility that burns coal without the capacity to safely trap and store carbon 210 dioxide 211 And most important of all, we need to put a price on carbon – with a CO2 212 tax that is then rebated back to the people, progressively, according to the 213 laws of each nation, in ways that shift the burden of taxation from 214 employment to pollution This is by far the most effective and simplest 215 way to accelerate solutions to this crisis 216 The world needs an alliance – especially of those nations that weigh 217 heaviest in the scales where earth is in the balance I salute Europe and 218 Japan for the steps they've taken in recent years to meet the challenge, and 219 the new government in Australia, which has made solving the climate 230 crisis its first priority 231 But the outcome will be decisively influenced by two nations that are now 232 failing to enough: the United States and China While India is also 233 growing fast in importance, it should be absolutely clear that it is the two LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 82 234 largest CO2 emitters – most of all, my own country – that will need to 235 make the boldest moves, or stand accountable before history for their 236 failure to act 237 Both countries should stop using the other's behavior as an excuse for 238 stalemate and instead develop an agenda for mutual survival in a shared 239 global environment 240 These are the last few years of decision, but they can be the first years of a 241 bright and hopeful future if we what we must No one should believe a 242 solution will be found without effort, without cost, without change Let us 243 acknowledge that if we wish to redeem squandered time and speak again 244 with moral authority, then these are the hard truths: 245 The way ahead is difficult The outer boundary of what we currently 246 believe is feasible is still far short of what we actually must Moreover, 247 between here and there, across the unknown, falls the shadow 248 That is just another way of saying that we have to expand the boundaries 249 of what is possible In the words of the Spanish poet, Antonio Machado, 250 "Pathwalker, there is no path You must make the path as you walk." 251 We are standing at the most fateful fork in that path So I want to end as I 252 began, with a vision of two futures – each a palpable possibility – and with 253 a prayer that we will see with vivid clarity the necessity of choosing 254 between those two futures, and the urgency of making the right choice 255 now 256 The great Norwegian playwright, Henrik Ibsen, wrote, "One of these days, 257 the younger generation will come knocking at my door." 258 The future is knocking at our door right now Make no mistake, the next 259 generation will ask us one of two questions Either they will ask: "What 260 were you thinking; why didn't you act?" 261 Or they will ask instead: "How did you find the moral courage to rise and 262 successfully resolve a crisis that so many said was impossible to solve?" LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 83 263 We have everything we need to get started, save perhaps political will, but 264 political will is a renewable resource 265 So let us renew it, and say together: "We have a purpose We are many For this purpose we will rise, and we will act." LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... of giving warnings 2.2 Grammatical Analysis: 2.2.1 The relational values of Grammatical Features: According to Fairclough (1989), the relational values of grammatical features are obtained by the... foundations for the measures that are needed to counteract such change LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 32 CHAPTER III: A CDA OF AL GORE’S LECTURE AT NOBEL PEACE PRIZE AWARD. .. sentences, and positive/ negative sentences used? f What relational values grammatical features have? - What modes (declarative, grammatical question, imperative) are used? - Are there important features