大学英语学习者日常礼貌套语语用失误调查研究

论文摘要

本研究将调查并分析大学生用日常礼貌套语进行交际时的语用能力和语用失误。根据调查结果,将根据现代语言学理论,从礼貌原则的角度对语用失误的原因进行讨论并分析对大学英语教学的启示。具体研究的问题是:1.一年级大学英语学习者用日常礼貌套语进行交际时是否产生语用失误?如果是,引起语用失误的原因是什么?2.大学一年级学生的语言水平是否影响着他们的语用能力。语言能力和语用能力的关系是什么?本研究对华北水利水电学院119名大一非英语专业学生的英语语用能力进行了问卷调查。英语语言能力评估将参照他们入学之后进行的英语水平测试的成绩来衡量。测试语用能力的调查问卷将参考何自然、阎庄(1986),甘文平(2001)和冉永平(2006)采用的调查问卷,并根据影响礼貌系统的三个因素:权势、距离和强加程度来设计情景内容,情景内容将包括问候、道歉、对称赞的回应、接受和拒绝等言语行为。数据整理之后进行了定量和定性分析。调查发现,目前大一新生的语用失误仍然较高。一方面语言水平高但不能说明他们的语用能力就一定高,另一方面大一新生语言水平仍然影响着他们的语言能力,大学英语教学仍需从两个方面着手,重点培养学生的语用能力。中国文化、语言习惯和言语行为策略的负迁移是造成学生产生语用失误的主要原因。另外语言和语用理论方面知识的缺乏和中英文化差异这方面知识的不足也是导致产生语用失误的原因。

论文目录

• Acknowledgements
• Abstract
• 摘要
• List of Figure and Tables
• List of Abbreviations
• Chapter 1 Introduction
• 1.1 Objective and Research Questions of the Study
• 1.2 Need for the Study
• 1.3 Overall Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Communicative Competence
• 2.2 Pragmatic Competence
• 2.2.1 Leech’s Pragmatic Competence
• 2.2.2 Bachman’s Pragmatic Competence
• 2.2.3 Ellis’s Studies on Pragmatic Competence
• 2.3 Relationship between Linguistic Proficiency and Pragmatic Competence
• 2.4 Pragmatic Failure
• 2.4.1 Definition of Pragmatic Failure
• 2.4.2.T ypes of Pragmatic Failure
• 2.4.3. Sources of Pragmatic Failure
• 2.5 Pragmatic Transfer
• 2.5.1 Definition and Types of Pragmatic Transfer
• 2.5.2 Studies on L1 Transfer
• 2.6 English and Chinese Politeness Differences
• 2.6.1 Politeness Formula
• 2.6.2 Politeness Theories Abroad
• 2.6.2.1 Leech’s Politeness Principles
• 2.6.2.2 Brown and Levinson’s Face Theory
• 2.6.3 Chinese Scholars’Politeness Model
• 2.6.4 Politeness Relativity
• 2.6.5 Factors Influencing Politeness System
• 2.6.5.1 Power （﹢P, ﹣P）
• 2.6.5.2 Distance （﹢D, ﹣D）
• 2.7 Summary
• Chapter 3 Methodology
• 3.1 Introduction
• 3.2 Research Questions
• 3.3 Subjects
• 3.4 Instruments
• 3.4.1 Operational Definitions of key terms
• 3.4.1.1 Linguistic Competence and Linguistic Proficiency
• 3.4.1.2 Pragmatic Competence
• 3.4.2 English Pragmatic Failure Assessment
• 3.4.2.1 Reasons to Choose the Method
• 3.4.2.2 Questionnaire
• 3.4.3 English Language Proficiency Assessment
• 3.5 Data Collection
• 3.6 Data Analysis
• Chapter 4 Results and Discussion
• 4.1 Introduction
• 4.2 Results of Pragmatic Competence
• 4.3 Relationship between Linguistic Proficiency and Pragmatic Competence
• 4.4 Pragmatic Failure Produced by College English Learners and Causes of Their Pragmatic Failure
• 4.4.1 Pragmatic Failure Produced by College English Learners
• 4.4.1.1 Failure in Addressing
• 4.4.1.2 Failure in Greeting
• 4.4.1.3 Failure in Parting
• 4.4.1.4 Failure in Requests and Responses
• 4.4.1.5 Failure in Responses to Thanks and Compliments
• 4.4.1.6 Failure in Response to Inviting and Offering
• 4.4.1.7 Failure in Response to Apology
• 4.4.1.8 Failure in Choice of Conversational Topics
• 4.4.2 Possible Causes for Pragmatic Failure
• Chapter 5 Conclusion
• 5.1 Introduction
• 5.2 Summary of Major Findings
• 5.3 Pedagogic Implications
• 5.4 Limitations of the study
• 5.5 Recommendations for Future Research
• References
• Appendix