【作者】 王宇；

【导师】 王丹；

【作者基本信息】 东北林业大学 ， 英语语言文学， 2006， 硕士

【摘要】 本文以文化语境理论为基础,阐述了文化语境对提高语用能力的重要作用以及两者的相互关系。文化语境的构建主要基于两个角度:跨文化交际学和语用学。从跨文化交际学角度研究,语境的构建涉及文化信念系统、文化交际规范、文化词汇系统。文化信念系统是由一套信念、价值观、道德观、世界观、人生观等核心信念共同作用于言语而产生。它主要是对价值观念的研究。文化交际规范是深层文化对语言的作用形态。它对言语行为的各个方面进行规定,多为隐性的、不成文的。而文化词汇系统是语言负载的文化信息的聚合体。它分为三个方面:物理、社交、心理词汇。从语用学研究,文化语境的构建从预设、话语隐含以及礼貌原则的角度着手。话语与文化语境的关联可以从预设中获得。当语言使用者表达的意向信息必须借助文化语境的时候,交际者总能预先设定文化语境的某些特征。这些特征被认为是话语可理解的部分。隐含在不同的文化语境中有不同的定位。其特点是话语所传递的信息不是每个构成成分的信息之合,而是通过话语和文化语境的关联来获得。礼貌原则在实际的文化语境中也存在差异。礼貌原则的实现取决于多种语用参数。不同的文化对这些因素的解释各不相同。礼貌原则的文化差异主要是对这些因素进行阐述。 本文主要分为六个部分。第一部分为绪论,介绍了本文研究的背景以及研究的目的。第二部分通过对语境理论的研究,为深入的论证打下基础。第三部分是对文化语境的分析。该部分阐述文化语境的定义、功能以及构建文化语境的相关因素。结合实例,从跨文化交际学和语用学两个方面构建文化语境。第四部分,是在文化语境构建的前提下,对学生语用能力培养这个问题的实证研究。本研究以文化语境构建理论为基础,以非英语专业的本科学生为对象,阐述了两者的必然联系。在研究中分为试题测试和问卷调查两部分。根据结果证明文化语境的构建对提高和培养学生的语用能力这个假设是可行的。第五部分根据实证的结果,结合文化语境的构建,从听、说、读、写几个方面提出了语用能力培养策略。第六部分为结论部分,提出了本文的结论。本文通过对文化语境构建的论述,旨在研究如何提高学生的语用能力,以增强学生的文化敏感性,促进外语教学质量的改善。更多还原

【Abstract】 The paper is based on the theory of cultural context and deals with the topic that cultural context plays a very important role in cultivating the learners’ pragmatic competence. Pragmatic competence as the main part of communicative component is connected with the construction of cultural context. The cultural context is constructed from two perspectives. One is from the cross-cultural aspects, while the other is constructed from pragmatic angle. In terms of cross-cultural study, the construction of cultural context deals with cultural belief systems, cultural communicative norms and cultural vocabulary. The belief system is derived from a whole set of beliefs including value view, ethics, word outlook and outlook on life, which influence speech act altogether. Cultural communicative norms prescribe every aspect of speech act, which are invisible. As for cultural vocabulary, it falls into three parts: physical words, social words and psychological words. With regard to the pragmatic aspect, the construction of cultural context covers presupposition, implicature and polite principle. Utterance relevance to cultural context is formed from presupposition. When the intended information in the utterance is comprehended with the help of cultural context, part of elements of cultural context are presupposed as pre-existing knowledge. Thus, those elements become the essential constitute of the utterance. Implicature has various functions in different cultural context. The intended information in the utterance is not the meaning of every word in it, but the meaning of utterance derives from the relevance between the utterance and context. The polite principle is applied according to the various cultural contexts. The application of polite principle depends on some pragmatic parameters, which are interpreted variously in diverse cultural context. Cultural difference of polite principle is due to the various explanations of those ones.The paper consists of six parts. The first part is the introduction. It mainly deals with the background and the purpose of the study. The second part aims to make a general study of context and its division, and functions as a basis of further research. The third part devotes to the construction of cultural context. Analysis of cultural context and its functions are illustrated. The cultural context is constructed from the cross-culture and pragmatic aspects. The forth part is the experimental study, in which the subjects are non-English students and which is conducted through two examination methods. One is test and the other is questionnaire. Based on the theory of cultural context, the experiment proves that the assumption of enhancement of students’ pragmatic competence by constructing cultural context is feasible. The fifth part puts forward some strategies for development of learners’ pragmatic competence in the aspect of listening, speaking, reading and writing. The sixth part is the conclusion. It concludes that by constructing cultural context, students’ pragmatic competence is developed meanwhile their cultural awareness is fostered so that the quality of foreign language teaching is improved.更多还原