【作者】 叶君；

【导师】 曲晶；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2004， 硕士

【摘要】 语言无法与文化社会环境相脱离。语言的使用，一方面反映出在具体的社会文化中交际的需要；另一方面体现为由于民族和文化的限制，一系列的规约和法则已经形成。在社交礼仪中，礼貌，尤其是语言礼貌，是建立和维持与他人关系的一种手段。在文明社会的言语交际中，人们讲究彬彬有礼，然而实际言语行为的实施不尽人意，那是因为文化差异造成了礼貌内涵的多样性。善意的言语行为或许在另一种文化中被认为是无礼貌，这就造成了交际中断，甚至冒犯对方。Jenny Thomas在1983年把语用失误分为两类：一种是语言语用失误；另一种是社交语用失误。后者是本文所讨论的中心议题。 为了分析社交语用失误，本文从语用学和跨文化交际学理论 (如Grice的合作原则，Brown和Levinson的面子论，Leech的礼貌原则，顾曰国的中国礼貌原则,以及文化价值取向等)入手, 对社交语用失误进行如下分析：社交语用失误产生于不同文化背景的人对语用准则的侧重不同、东西方两种文化价值取向的不同、东西方时间观的不同。在言语行为中我们能够发现社交语用失误的各种表现。 在跨文化交际中，言语交际双方按各自文化的要求遵守某项准则. 结果产生了对会话含义的误解，并导致交际失败。对两种截然不同的文化价值取向——集体主义和个人主义的分析，有利于解释中国人和英美人在交际中的不同语用行为。汉语文化和英语文化在时间观上也不同，这也是研究社交语用失误现象不可忽略的。在社交中，汉英两种文化在言语行为上，<WP=7>如称呼语、问候语、以及请求语上有很大差异。首先，在称呼语中，（1）在某些情形中，英美人愿意以名相称；（2）中国人倾向于泛化亲属称谓；（3）英美人崇尚权势和能力，希望这些能从对方对他们的称呼中实际体现出来；其次，阐述了英语问候语，它有一整套语用系统值得关注；最后，在请求语中，英语倾向于使用间接请求策略；而汉语则根据不同对象采用直接或间接请求策略。 探究了语用失误的根源后，本文提出了问题的解决对策。社交语用失误的主要原因在于学习者缺少目的语文化知识与对它的接触，也缺乏跨文化差异意识。为改善这种局面，本文从学习和教学两方面探讨解决对策。策略集中在提高学习者的语用能力及语言使用的得体性上。从以上研究得出以下结论：(1) 学习者应增强文化意识及文化敏感性，尽可能多地接触目的语文化。教者应极力创造一种环境，使学习者能够学习语言的社会文化功能。英语交际的语用系统应列入教材内容。应注重汉英语用规则的差异。在获取目的语文化的同时，应该对母语文化有充分的理解。双语化，必须掌握两种文化。更多还原

【Abstract】 Language can not be separated from its cultural and social context. Language use, on the one hand, shows the requirement of communication on a specific culture and society; and on the other hand, a series of norms and rules have been formed due to the national and cultural restrictions. Politeness , in particular, linguistic politeness, is a means of maintaining and establishing relationship with other people. In civilized society, people, in speech interaction, aim to be polite, though the actual realization of speech acts is imperfect, for cultural differences result in diversified connotations of politeness. A good-willed speech act may be considered ill-mannered in a different culture, which causes communication break-down, or even offence to the other side. Jenny Thomas (1983) divides English pragmatic failure into two categories: one is pragmalinguistic failure; and the other is sociopragmatic failure. The latter is the focus of the discussion in the thesis. To analyze sociopragmatic failure, the thesis starts with the pragmatics and intercultural communication theories, such as Cooperative Principle of Grice, Brown and Levinson’s Face Theory, Leech’s Politeness Principle, Gu Yueguo’s Chinese Politeness Principle, and cultural value orientation theories. On the basis of the above-mentioned theories, sociopragmatic failure is analyzed as follows: In intercultural communication, the two sides in speech interaction observe certain maxim of Cooperative Principle and Politeness Principle, which is <WP=9>required by their respective culture. As a result, misunderstandings of conversational implicature arise between them, which lead to communicative failure. China is a collectivism-oriented society, while the western world is an individualism-oriented society. The analysis of the diametrically different cultural value orientations helps to interpret Chinese and Anglo-American’s pragmatic behaviors in communication. There are different temporal orientations in Chinese and English culture, which can not be ignored when one studies the phenomenon of sociopragmatic failure. Social cultural factors cause differences in speech acts between Chinese and English such as in address, greeting, and request. First, in address, in sum, (1) under some circumstances, westerners prefer to be addressed by their first name; (2) Chinese have a tendency of generalizing kinship terms; (3) westerners worship power and ability, and they expect those to be practically reflected in other’s addresses to them. Secondly, English greetings have been elaborated, for there is a set of pragmatic systems in it, which need to be paid attention to. Finally, in request, westerners tend to apply indirect strategy, while Chinese adopt either direct or indirect strategies . After probing into the sources of sociopragmatic failure, the thesis put forward solutions to the problem. Major causes are the inadequate knowledge of and insufficient exposure to the target cultures, as well as the lack of awareness of intercultural differences. To improve the situation, both learning and teaching strategies have been explored. The strategies are focused on the development of learners’ pragmatic competence and the appropriateness of language use. <WP=10>The conclusions reached are based on the above research work:(1) Learners should consciously develop cultural awareness and sensitivity, and be exposed to the target culture as much as possible.(2) Teachers ought to endeavor to create an environment in which learners can learn the sociocultural functions of language.(3) The pragmatic systems of English communication should be included in textbooks, and the differences on Chinese and English pragmatic rules should be stressed. (4) Learners should fully understand their own culture when they acquire the target culture. To be bilingual, one must be bicultural.更多还原