关于高中生跨文化交际语用失误的调查研究

论文摘要

随着时代的发展,国与国之间的联系越来越密切。跨越不同的国籍,不同的文化进行交际已经成为时代发展的需要。根据Widdowson(1989)对跨文化交际能力的定义,跨文化交际能力由语言能力和语用能力组成。语言能力是指语法词汇等语言的基础知识。作为交际能力的重要组成部分,语用能力是指语言的实际运用能力。总之,交际能力即包括言语行为的语法正确性,又包括言语行为的社交得体性。作为跨文化交际的主要障碍,跨文化交际语用失误已经在外语教学中受到越来越多的关注。但对于英语初级学习者,特别是高中生的语用失误的研究却非常有限。本文通过调查研究的方法,对贵阳市四所中学的两百名高三学生进行了一次语用失误的问卷调查。为保证调查的客观性,调查对象包括100名英语语言能力相对较好的重点中学学生和100名普通中学学生。通过问卷调查收集高中生进行跨文化交际时常见的语用失误进行归纳,分析,并运用社会科学统计软件13.0版对相关数据进行分析和检验。论文研究设计并提出了两个研究问题:1.在此次调查中,高中生语用失误在分布频率及表现形式上是如何体现的?2.重点中学高中生和普通中学高中生在语用失误的数量,分布及表现形式上是否存在差异?研究结果显示:(1)中学生的语用失误主要体现在母语表达方式及文化的迁移和英语语言及语用知识的匮乏上。(2)重点中学高中生与普通中学学生的语用失误不仅在数量上存在显著性差异,在表现形式上也有所不同。通过对调查问卷的分析发现造成高中生在跨文化交际中的语用失误的原因主要有:英语学习局限于课本,过于侧重语言能力的训练,跨文化交际意识相对薄弱,缺乏了对目的语文化背景知识及语用知识的了解。本研究旨在了解贵阳市高中生跨文化交际语用能力的现状,造成语用失误的原因。探求相应的对策,以期对将来的教学有所启示。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Contents
• List of Tables and Figures
• Abbreviation Used in This Thesis
• Chapter one Introduction
• 1.1 Research Background
• 1.2 Significance of the Study
• 1.3 Definitions
• 1.3.1 Cross-cultural Communication
• 1.3.2 Pragmatic Failure
• 1.3.3 Pragmalinguistic Failure
• 1.3.4 Sociopragrnatic Failure
• 1.4 Research Objectives
• 1.5.Organization of the Thesis
• Chapter Two Literature Review
• 2.1 The Research on Relative Theories
• 2.1.1 Speech Act Theory
• 2.1.2 Cooperative Principle and Conversational Implicature
• 2.1.3 Politeness Principle
• 2.1.4 Face Theory
• 2.1.5 Context
• 2.2 Research on Pragmatic Failure abroad
• 2.2.1 Thomas—the founder of pragmatic failure research
• 2.2.2 Research on Pragmalinguistic and Sociolinguistic Failure
• 2.2.3 Pragmatic Failure Research on the Perspective of Transfer
• 2.2.4 Pragmatic Failure Research on the Perspective of Discourse Strategies
• 2.3 Research on Pragmatic Failures at Home
• 2.4 Research Methods on Pragmatic Failure
• 2.5 Summary
• Chapter Three Research Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instrument
• 3.3.1 Discourse Completion Test
• 3.3.2 Advantages of DCT
• 3.3.3 DCT Design
• 3.4 Research Implementation
• 3.4.1 Data Collection
• 3.4.2.Data Analysis
• 3.5 Summary
• Chapter Four Results and Discussion
• 4.1 Frequency Distribution of Pragmatic Failures
• 4.2 General Patterns of High School Students' Pragmatic Failures
• 4.2.1 Pragmatic Failures in High Frequency
• 4.2.2 Pragmatic Failures in the Medium Frequency
• 4.2.3 Pragmatic Failures in Low Frequency
• 4.3 Differences of Pragmatic Failures between Key/Non-key High School Students
• 4.3.1 Quantitative Analysis on Differences between Key/Non-key High School Students' Pragmatic Failures
• 4.3.1.1 Mean Differences of Pragmatic Failures between Key/Non-key High School Students
• 4.3.1.2 Differences of Frequency Distribution of Pragmatic Failures
• 4.3.2 Qualitative analysis on Pattern differences of Pragmatic Failures between Key/Non-key High School Students
• 4.4 Discussion on the Possible Reasons for High School Students'Pragmatic Failures
• 4.4.1 Pragmatic Transfer in High School Students' Cross-cultural Communication
• 4.4.2 Transfer on Linguistic Aspects
• 4.4.3 Transfer on Cultural Aspects
• 4.4.4 Lacking of Pragmatic Principles
• 4.5 Summary
• Chapter Five Conclusion
• 5.1 Major Findings
• 5.2 Pedagogical Implications
• 5.2.1 Cultural Awareness Cultivation
• 5.2.2 Pragmatic Principle Inputting
• 5.2.3 Linguistic Competence Strength
• 5.2.4 Limitations
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ