【作者】 程进军；

【导师】 徐海铭；

【作者基本信息】 南京师范大学 ， 英语语言文学， 2004， 硕士

【摘要】 70年代末、80年代初提出的“面子”理论(Brown和Levinson，1978)和“礼貌”理论(Leech，1983)，都是以某种文化为背景的，它们的普遍性有多大一直受到不少语言学家的质疑。因此本文就赞扬策略，词汇特征或语义载体，句法等方面使用对赞扬言语行为进行定性和定量的跨文化语用学研究，试图达到两个主要目的，第一，通过研究汉语为母语的说话者和以英语为外语学习者使用赞扬言语行为的研究，检验Brown和Levinson理论的普遍性，从不同文化角度完善和扩大跨文化语用学和中介语语用学的研究范围；第二，通过对比自然环境和非自然环境中英语为外语学习者使用的赞扬言语行为的研究，扩大英语为外语学习研究。之所以选择赞扬作为研究对象，是因为赞扬通常被认为是一种积极礼貌，是人们日常交际中频繁使用的一种言语行为，构成了人们言语交际能力的一个方面。然而研究表明这一言语行为并不像看上去那么简单它涉及到社会文化的许多方面。本研究将采取问卷调查法，在设计问卷时参照了Blum-Kulka (1989)对比研究请求言语行为时所采用的“语篇补全法”(Discourse Completion Test)，主要就大学生在能力和行为两方面的赞扬进行考察，从而对提高英语为外语中国学习者的跨文化交际能力有所启示。 研究结果表明： 1)礼貌现象具有文化特性。尽管礼貌现象在各种文化里都是普遍的，但是在不同文化里评价礼貌的标准、认识礼貌的方式却是不同的。总体而言，汉语赞扬语就赞扬策略、词汇特征或语义载体和句法结构等方面与英语赞扬语有明显的文化差异。中国人没有美国人赞扬使用的那样频繁，相比较而言更多的使用零赞扬或非赞扬策略。就明确赞扬而言，汉语赞扬语中副词有很高的使用频率，在独立承载肯定性评价意义外还都用作动词和形容词的修饰语，而英文赞扬语中形容词使用频率最高。绝大多数汉语赞扬的主语使用了第二人称(51.3％)，而罕用第一人称(0.6％)；但英语中有19.7％的赞扬使用了第一人称。 2)在美国生活一年以上英语为外语的中国学习者比国内英语为外语学习者的赞扬行为更接近目标语，表明自然环境对外语学习的重要性。跟美国人 相比他们使用赞扬时同样很少使用辅助性话语，使用明确和隐含赞扬频 率更高，而其语义载体的使用频率也基本与美国人接近。3)在美国生活一年以上英语为外语的中国学习者和国内英语为外语学习者 的赞扬行为都受母语汉语的影响，但前者的表现更接近英语为母语说话 者，而后者的表现更接近汉语说话者，更多的使用零赞扬或非赞扬策略， 其语义载体的使用频率较前者跟接近汉语说话者。更多还原

【Abstract】 The aim of this study is two-fold. One is to widen the scope of cross-cultural and interlanguage pragmatics by studying the compliment performance of native Chinese speakers and Chinese ESL learners; the other is to widen the scope of L2 acquisition research by contrasting learners in naturalistic environments with those in non-naturalistic environments, therefore to develop ESL learners’ communicative competence. The reason why this speech act compliment is chosen as a current research focus was that it is an often-used, yet intricate speech act. More important, it can serve as a very good example of how misunderstandings or even offense in intercultural communication may occur. In this study, to elicit data, a discourse completion questionnaire, the most frequent method for assessing cross-linguistic speech act performance is used in investigating L2 learners’ pragmalinguistic and sociopragmatic competence both quantitatively and qualitatively. Subjects’ responses were classified into main strategies, and repeated-measures analyses of variance were conducted to identify the pragmatic differences that distinguished the behavior of two Chinese ESL groups, one living in the U.S. and the other in China, from that of American and Chinese speakers .The results and the following discussions show that:1) In general, native Chinese speakers’ compliment behavior is indeed different from that of the Americans. Based on this study, there may exist some evidence that lends support to the universality of the convention of means in explicit complimenting. However, we can still easily observe some culture-specific differences in terms of compliment strategies, the use of supportive moves, positive semantic carriers and syntactic patterns. For example, in comparison with native American English speakers, native Chinese speakers gave many fewer compliments in situations where giving compliments could be socially acceptable and appropriate. Still another example, while the former employed adverbs and nouns in explicit compliments more, the latter more frequently used adjectives and verbs.2) The results above reveal that Chinese ESL learners living in the U.S. didappear to better approach the target language norms than the learners in China, which suggests that greater exposure to the target language speakers and greater cultural experience of L2 social conventions may support adult L2 acquisition. For instance, like native English speakers, the U.S. ESL learners were mostly very straightforward so that few supportive moves and/or small talk were employed by them. In contrast, like native Chinese speakers, the Chinese ESL learners much more frequently employed such moves or talk. Still compared with their Chinese counterparts, the U.S. ESL learners produced a percentage of positive semantic carriers very similar to that of the Americans3) The two ESL groups’ behavior appears to be related to their LI features in terms of the linguistic options and strategies employed-even if the U.S. learner group’s behavior shows greater resemblance to that of the native English group. Cultural norms appear to play a very important part in all these differences. For example, though the U.S. learners appeared to have approached the target language norms in many respects, they used the. "You V (NP) ADV" pattern much more frequently than Americans (12.3% vs. 1.3%). It may suggest that they appropriated speech act strategies from their LI conventions in which adverbs are quite often used to give compliments. However, the L2 learners in China resemble native Chinese speakers more than the learners in the U. S. Accordingly, many researches focusing on other cultures which, like the Chinese, have a different way of thinking from that of the West need to be done.更多还原