基于顺应理论的高职学生语用失误调查与研究

论文摘要

语用失误是语言学研究的一个重要研究课题。目前大多数学者对语用失误的研究多从跨文化交际、二语习得、认知等角度出发,得出的结论难免有交叉现象,缺乏高度的概括性和跨学科性。其实证研究多以重点本科院校的学生为研究对象,而以高职学生为对象的语用失误研究则不为多见。作为高职高专培养的实用性人才,提高高职学生的语用能力,减少语用失误尤为重要。为了调查目前高职学生英语语用能力的现状,研究学生的语用能力与语言能力之间的关系,本文作者以马鞍山职业技术学院三个年级的142名英语专业学生和135名非英语专业学生为研究对象,并将其分为六组,进行了一次语用失误问卷调查。收集到的数据采用Excel2003和SPSS13.0软件进行处理。调查结果表明,从总体上来讲,参加本次调查的学生的语用能力仍处于较低的水平,英语专业学生的语用能力略强于非英语专业学生,但各年级之间的平均语用失误率差别不是很明显,学生的语用能力并不一定与语言能力成正比。基于学生在调查问卷中所反映出的语用失误,本文作者以Verschueren的顺应理论为理论框架,结合语境理论和语体理论,充分全面地阐释了语用失误的根本原因是在言语交际过程中,语言使用者忽视语境关系顺应和语言结构顺应而造成的。在交际过程中,当交际的一方没有适应交际另一方的角色,以及他的心理世界,社交世界和物理世界,并未能在语言选择中使语境和语言结构相顺应时,语用失误就会产生。作者得出结论,在具体的交际过程中,交际双方都应对交际语境和语言语境进行动态顺应,并选择恰当的语体和语言形式,以避免语用失误。顺应与否是交际成败的关键因素,是语言教学中增强学生文化敏感度,使其掌握不同的语体,提高语用能力的意义所在。针对研究结果,本文就如何在高职英语教学中减少和避免语用失误提出了建议,如提供真实的语言材料,在语境中进行外语教学,在教学中结合语体教学和文化教学,注意语用理论知识的讲解,以及改进相关的英语测试等。本文作者希望通过对高职学生语用失误的调查与研究对当前国内在培养学生语用能力方面有所补益。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Significance of the Study
• 1.3 Structure of the Dissertation
• Chapter Two A Review of Literature
• 2.1 Pragmatic Failure
• 2.1.1 Pragma-linguistic Failure
• 2.1.2 Socio-pragmatic Failure
• 2.1.3 Other Definitions of Pragmatic Failure and Limitations
• 2.2 Researches on Pragmatic Failure at Home and Abroad
• 2.2.1 Foreign Research on Pragmatic Failure
• 2.2.2 Domestic Research on Pragmatic Failure
• 2.2.2.1 Pragmatic Failure and Cross- cultural Communication
• 2.2.2.2 Pragmatic Failure and Second Language Acquisition
• 2.2.2.3 Pragmatic Failure and Cognition
• 2.2.2.4 Pragrnatic Failure and Foreign Language Teaching
• 2.3 Inadequacy of Previous Studies
• 2.4 Summary
• Chapter Three Theoretical Framework
• 3.1 Basic Notions
• 3.1.1 Pragmatic Failure
• 3.1.2 Adaptation
• 3.2 Relevant Theories
• 3.2.1 The Context Theory
• 3.2.1.1 The Notions of Context
• 3.2.1.2 The Dynamic Context
• 3.2.1.3 The Functions of Dynamic Context
• 3.2.2 The Style Theory
• 3.2.2.1 Classification of English Styles
• 3.2.2.2 The Determining Factors of Stylistic Choices
• 3.2.3 Theory of Adaptation
• 3.2.3.1 The Pragmatic Perspective
• 3.2.3.2 The Adaptation Theory
• 3.3 Theoretical Framework for Pragmatic Analysis
• 3.4 Summary
• Chapter Four Research Methodology
• 4.1 Objectives
• 4.2 Subjects
• 4.3 Instruments
• 4.4 Procedures
• 4.5 Data Analysis
• 4.6 Summary
• Chapter Five Pragmatic Failure Viewed from the Perspective of Adaptation
• 5.1 Pragmatic Failure and Contextual Correlates of Adaptability
• 5.1.1 Neglect of Adaptation to the Mental World
• 5.1.1.1 Failure to Adapt to the Interpreter's Personality
• 5.1.1.2 Failure to Adapt to the Interpreter's Intention
• 5.1.1.3 Failure to Adapt to the Interpreter's Emotion
• 5.1.1.4 Failure to Adapt to the Interpreter's Value Systems
• 5.1.2 Neglect of Adaptation to the Social World
• 5.1.2.1 Failure to Adapt to the Interpreter's Level of Education
• 5.1.2.2 Failure to Adapt to the Language User's Social Position
• 5.1.2.3 Failure to Adapt to the Relationship with the Interpreter
• 5.1.2.4 Failure to Make Adaptation to the Cultural Conventions
• 5.1.3 Neglect of Adaptation to the Physical World
• 5.1.3.1 Failure to Make Adaptation to the Temporal Reference
• 5.1.3.2 Failure to Make Adaptation to the Spatial Reference
• 5.2 Pragmatic Failure and Structural Objects of Adaptability
• 5.2.1 Failure to Make Adaptation at Vocabulary Level
• 5.2.2 Failure to Make Adaptation at Phrase and Sentence Level
• 5.2.3 Failure to Make Adaptation at Discourse Level
• 5.3 Summary
• Chapter Six Suggestions for Foreign Language Teaching
• 6.1 Importance of Improving Students'Communicative Competence and Pragmatic Competence
• 6.2 Ways of Developing Students'Pragmatic Competence in Foreign Language Teaching
• 6.2.1 Providing Authentic Teaching Materials
• 6.2.2 Teaching Language in Context
• 6.2.3 Integrating Style Knowledge in the Teaching Process
• 6.2.4 Integrating Language Teaching with Culture
• 6.2.5 Teaching Pragmatic Principles for Students
• 6.2.6 Improving the Present Test
• 6.3 Summary
• Chapter Seven Conclusion
• 7.1 Major Findings
• 7.2 Pedagogical Implicatures
• 7.3 Limitations
• 7.4 Suggestions for Further Studies
• Bibliography
• Appendices
• Appendix 1.Pragmatic Competence Questionnaire
• Appendix 2.Tables of Pragmatic Competence Statistics
• Acknowledgements