英语言语交际失误

论文摘要

言语交际失误在外语学习中是一种很常见的现象,很多因素都可以导致这种现象的产生,像语言性因素、语用性因素、社会及文化因素等.本篇论文从语言性因素及语用性因素两方面探讨了英语言语交际失误的现象及原因,对言语交际失误与语用失误的关系做出说明,指出言语交际失误和语用失误的关系是彼此包含的.论文列举了列文森的言语交际成功的条件和言语交际失误现象的范畴,阐述了导致言语交际失误的因素:1.非语言性因素,像社会性因素、生理性因素和体态语因素等;2.语言性因素,像语言本身的特征、语言的歧义现象、社会语言能力、话语能力及语言能力的差异等;3.语用性因素,像会话含义、言语行为等,如列文森提出的各种导致言语交际失误的因素;4.文化差异性因素,如宗教、历史、民俗等等.此外,还阐述了礼貌原则和会话合作原则,以及他们与言语交际失误的关系。最后,论文提出了探讨言语交际失误的现实意义,即对教学的几点启示.论述了外语教学应从传统的以语法、词汇教学为主,转向培养学生的实际运用能力上来.并对提高外语教学提出一些建议,像要改变“以教师为中心”的教学模式;注意汉英文化差异比较;强调语言功能和语言使用的适当性和得体性;在实际的教学过程中要加强对学生进行文化知识、语用知识和语境知识的渗透,充分利用现代媒体资源等.论文还对语言测试方面提出了一些改革建议,阐明了语言测试理论,指出学习和测试要一体化等.语言测试一定要针对学生的语言能力和语言使用能力,这样的测试对学生的语言学习会产生十分有利的影响.如果注意到导致言语交际失误的重要因素,我们在日常的言语交际过程中就可以尽量避免失误出现,从而达到成功的交际.探讨言语交际失误对于人们的交际具有重要的指导意义.

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• Chapter Two Concept and Scope of Verbal Communication Failure
• 2.1 Definition of verbal communication failure and recent studies on it
• 2.2 Language communication theory
• 2.2.1 Conditions for successful performance of language communication listed by Levinson
• 2.2.2 Classifications of phenomena of verbal communication failure
• 2.3 Verbal communication failure and its interface with relevant concepts
• 2.3.1 Verbal communication failure
• 2.3.2 Pragmatic failure
• 2.3.3 Relationship between verbal communication failure and pragmatic failure
• Chapter Three Factors that Can Lead to Verbal Communication Failure
• 3.1 Non-language factors
• 3.1.1 Social factor
• 3.1.2 Physiological factor
• 3.1.3 Body language factor
• 3.2 Linguistic factors
• 3.2.1 Linguistic competence
• 3.2.2 Social linguistic competence
• 3.2.3 Speech competence
• 3.3 Pragmatic factors
• 3.3.1 Conversational implicature
• 3.3.2 Speech Act theory
• 3.4 Cultural differences factors
• 3.4.1 Religion
• 3.4.2 History
• 3.4.3 Customs
• Chapter Four Verbal Communication Failure Caused by Linguistic Factors
• 4.1 Verbal communication failure caused by features of language itself
• 4.1.1 Polysemy of language units
• 4.1.2 Inaccurate understanding about the signified and the meaning of vocabulary
• 4.1.3 Different understandings of the external display of the categorization of specific and general,positive and negative
• 4.1.4 Understandings of differences between speaker and hearer in communication process
• 4.2 Verbal communication failure caused by language ambiguity
• 4.2.1 Language ambiguity on expression level
• 4.2.2 Grammatical ambiguity
• 4.2.3 Lexical and sentence ambiguity
• 4.3 Verbal communication failure caused by differences in language competence
• 4.3.1 Language knowledge
• 4.3.2 Speech skill
• 4.3.3 Knowledge structure of communication participants
• Chapter Five Verbal Communication Failure Caused by Pragmatic Factors
• 5.1 Pragmatic factors that can cause verbal communication failure listed by Levinson
• 5.1.1 Incorrect understanding about the communication purposes of speaker and hearer
• 5.1.2 The speaker's ignorance of the pragmatic elements of word meanings
• 5.1.3 Violating the fixed relation of meaning categorization
• 5.1.4 Existence of speech acts and fixed mindset
• 5.1.5 Responses to description
• 5.1.6 Differences in individuality of speakers
• 5.1.7 Differences in cognitive context
• 5.2 Politeness principle and verbal communication failure
• 5.2.1 Politeness principle
• 5.2.2 Impolite phenomenon in communication
• 5.3 Conversational implicature principle and verbal communication failure
• 5.3.1 Co-operative principle
• 5.3.2 Violation of truth-conditional principle
• 5.3.3 Violation of coherence and motivated principle
• 5.3.4 Violation of the principle of economy
• 5.3.5 Violation of the principle of validity
• 5.3.6 Violation of the reciprocal principle
• Chapter Six Several Inspirations of Verbal Communication Failure to Teaching
• 6.1 The purposes of foreign language teaching
• 6.2 Three basic factors of foreign language syllable design from the perspective of language communication laws
• 6.2.1 Participants in communication
• 6.2.2 The objective and subjective environment of communication
• 6.2.3 The behavioral process of communication
• 6.3 Main problems existed in foreign language teaching
• 6.3.1 Mainly focus on learning grammar and vocabulary
• 6.3.2 Out-of-date learning method
• 6.3.3 Poor comprehensive application ability
• 6.4 Strategies and methods to cultivate the pragmatic ability and avoid verbal communication failure
• 6.4.1 Cultivate the students' awareness of cross-cultural communication
• 6.4.2 Stressing the important position of cultural teaching in foreign language teaching
• 6.4.3 Strengthening the teaching of pragmatic knowledge
• 6.4.4 Reforms on teaching models
• 6.4.4.1 Changing the teacher-centered teaching model
• 6.4.4.2 Place focus on comparing the differences of Chinese and English cultures
• 6.4.4.3 Actively organizing second classroom activities
• 6.4.4.4 Focusing on language functions and the felicitousness of the language
• 6.4.4.5 Making full use of modern multimedia resources
• 6.5 Improving testing system of teaching
• 6.5.1 The purposes of testing
• 6.5.2 Kinds of test
• 6.5.3 The integration of testing and learning
• 6.5.4 The change of testing focus
• 6.6 Enriching the contents and kinds of textbooks
• 6.6.1 Choosing appropriate textbooks for students
• 6.6.2 Enriching the contents of textbooks
• Chapter Seven Conclusion
• Bibliography
• Acknowledgements