童话言语行为与儿童语用发展

论文摘要

本文从语用学角度出发,探讨了童话故事中对话部分所蕴涵的言语行为思想,并根据这些言语行为思想,分析了童话言语行为对儿童语用发展的影响。本文试图完成两个目标。一方面,本文试图揭示童话言语行为的特征,归纳出哪一些(类)言语行为在童话文本中出现的频率最高,以及各种言语行为和语用功能的分布情况。另一方面,本文试图回答：童话言语行为对儿童语用发展有何影响以及影响的机制。童话言语行为,在本文中指的是童话故事中对话部分各角色人物所实施的言语行为。本研究随机选取了55篇中国童话,语料字数共计66768字,其中对话部分(即直接引语)占28%。然后对童话言语行为类型及其实旌的语用功能进行了统计分析。结果表明,断言、指令和表情类的言语行为出现频率最高。同时,语用功能实施最多的依次为：描述事件,引发信息和下达命令,这正是Levinson(1983)所指出的语言在人类社会生活中占支配地位的三个行为。除了上述采取实证研究方法收集童话语料之外,本研究的方法主要以证伪法(猜想和被反驳)为主,即提出一个理论假设(猜想),然后等待被证伪。本文首先提出了一个猜想：童话言语行为促进了儿童的语用发展。然后在论证过程中,结合塞尔的言语行为理论和拉康的三界说理论,构建了一个理论模型,进而指出：童话言语行为通过塑造儿童的心智(意向性)和社会性,以及想象界、象征界和现实界三个维度促进了儿童的语用发展。最后,通过以上的研究所得出的结论是：童话故事中对话部分蕴涵了大量丰富的言语行为类型及其语用功能,儿童在阅读或聆听童话的过程中,童话言语行为能有效地促进儿童的语用发展。

论文目录

• List of Figures and Tables
• Abbreviations and Transcription Conventions
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Research Orientation
• 1.2 The Object of Research
• 1.3 Rationale for the Study
• 1.4 Objectives of the Research
• 1.5 Research Methodology
• 1.6 Outline of the Thesis
• Chapter Two Literature Review
• 2.1 Introduction
• 2.2 Research on Fairy Tales
• 2.2.1 The Definition and History of Fairy Tales
• 2.2.2 Different Approaches to Fairy Tales
• 2.3 Research on Pragmatic Development
• 2.3.1 The Definition of Pragmatic Development
• 2.3.2 The Range of Pragmatic Development
• 2.4 The Necessity of Bridging the Gap between Fairy-tales and Children's Pragmatic Development
• 2.4.1 The Demerits of the Previous Studies
• 2.4.2 The Natural Joint of Fairy-tale Speech Acts and Children's Pragmatic Development
• 2.5 Summary
• Chapter Three A Theoretical Framework
• 3.1 Introduction
• 3.2 The Theoretical Basis for this Framework
• 3.2.1 Language as the Basic Survival Way of Man
• 3.2.2 Searle's Speech Act Theory
• 3.2.2.1 Intentionality
• 3.2.2.2 Social Reality
• 3.2.2.3 Speech Acts
• 3.2.3 Lacan's ISR Theory
• 3.2.3.1 The Imaginary Order
• 3.2.3.2 The Symbolic Order
• 3.2.3.3 The Real Order
• 3.3 A Tentative Theoretical Model
• 3.4 Summary
• Chapter Four The Advancement of Fairy Tale Speech Acts
• 4.1 Introduction
• 4.2 Defining Fairy-tale Speech Acts
• 4.3 The Logical Status of Fairy-tale Speech Acts
• 4.4 The Object and Target of Fairy-tale Speech Act Education
• 4.5 Summary
• Chapter Five A Statistical Analysis of Fairy-tale Speech Acts:TheCase of Chinese Fairy Tales
• 5.1 Introduction
• 5.2 A Statistical Analysis of Fairy-tale Speech Act Types
• 5.3 A Statistical Analysis of Pragmatic Functions
• 5.4 Summary
• Chapter Six Fairy-tale Speech Acts:The Orientation of FosteringChildren's Pragmatic Development
• 6.1 Introduction
• 6.2 Fairy-tale Speech Acts Shape Children's Mind
• 6.2.1 Children's Prelinguistic Intentionality
• 6.2.2 Fairy-tale Speech Acts Shape Children's Intentionality
• 6.3 Fairy-tale Speech Acts Shape Children's Sociality
• 6.3.1 X Counts as Y in C
• 6.3.2 Membership Category
• 6.4 Summary
• Chapter Seven The Mode of Influence of Fairy-tale Speech Acts onChildren's Pragmatic Development
• 7.1 Introduction
• 7.2 The Imaginary Function of Identification
• 7.3 The Symbolic Domination:Children are Spoken by Language
• 7.4 The Impossibility of the Real
• 7.5 Summary
• Chapter Eight Conclusions and Implications
• 8.1 Introduction
• 8.2 Major Findings from the Research
• 8.3 Implications of the Study
• 8.4 Limitations of the Study and Suggestions for Further Research
• References
• Appendix
• Acknowledgements
• Major Publications