【作者】 杨华；

【导师】 舒白梅；

【作者基本信息】 华中师范大学 ， 学科教学， 2007， 硕士

【摘要】 Oxymoron是一个很有趣的语言现象，表面上看似矛盾，实质上却能很贴切的表达出说话人的真实含义，它的这种有趣现象引起了不少学者和专家的研究，但这些研究往往只是从Oxymoron作为一种修辞格的角度，从它的构成方式、语义范畴、语义关系、修辞功能、与其它辞格的兼用和比较、翻译等几个方面去研究，也有学者提出从社会学、心理学、美学的角度去理解它。我们知道，学习修辞格的目的是为了运用，是为了提高表达效果，而这种运用自然就涉及到语用。但查阅大量资料后发现从语用的角度分析探究Oxymoron的文章却寥寥无几，基本上就没有，所以本文就想从语用的角度，运用Grice的会话含义理论、Leech的礼貌原则和Wilson&Sperber的关联理论探究Oxymoron在话语中的应用，因为语言大体分口头语和书面语，而口头语突出表现于日常生活中，书面语突出表现于文学著作中，所以本文就分别列举了日常生活中的5个例子和文学名著中的5个例子，从语用学的角度，重点从对合作原则的违反和对礼貌原则的违反两个方面来分析探究人们在使用Oxymoron的话语中为什么要违反这些原则，这些原则的违反又达到了一个怎样的语用效果，研究后突然发现了这样一个有趣的规律：不论是在日常会话中还是在文学著作中，人们运用Oxymoron都存在对合作原则的违反和对礼貌原则的违反，而且无一例外的都违反了方式准则，这一点是由Oxymoron本身的特性决定的；而且对合作原则的违反突出表现为对方式准则的违反；对礼貌原则的违反，突出表现为对得体、赞誉、一致和同情准则的违反；但所有这些违反却很好遵守了合作原则的关联准则及Sperber和Wilson提出的关联理论；此外，在日常会话中，人们对于Oxymoron的运用，比较明显的是对合作原则的违反，而表现为对礼貌原则的遵从，因为人们在会话中会自觉不自觉的避免不一致而牺牲一些质和量的准则；而在文学著作中，比较明显的是对礼貌原则的违反，而表现为对合作原则的遵从，因为人们运用最简练的话语表达出了内心最真实最强烈的想法，而这种表达难免会使双方的分歧增大。通过以上的探究，我们就从语用的层面对Oxymoron有了更深的理解与把握，从而指导我们更理性更合理的运用Oxymoron，为语言增色增彩。作为一名英语教育者，通过以上的探究自然联想到英语教学，从而得到一些关于从语用角度教学Oxymoron的一些启示，譬如Oxymoron的语用教学必须与听说读写各门技能课的教学结合，也就是在训练这些语言技能的同时，把相关的语用规约和修辞方式作为教学内容进行讲解和操练；与语言本体结构要素的教学相结合，也就是在进行语言、词汇、语法教学的同时，把相关的语用规约和修辞内容提炼为教学点加以解释和操练；与功能项目、文化内容的教学相结合，也就是说在教学中注意揭示和讲解功能文化在语言表达上的修辞特点；另外在中外语言点，文化点的特点的相关对比中，尤其是中外语用和修辞手法的对比中进行汉语和英语语用修辞教学；最后不同对象、不同水平、不同层次、不同年级的英语教学中对语用修辞教学应具有不同的要求、内容和方法。更多还原

【Abstract】 Oxymoron is an interesting language phenomenon. It looks contradictory seemingly, but it can express speaker’s true meaning. So this interesting phenomenon causes many scholars and specialists research. But these researches often analyze it from the angle of rhetorics, from its construction forms, semantic categories, semantic relationships, comparing with other rhetorics and its translations. Also some scholars try to understand oxymoron from the angle of psychology, socialology, esthetics. We know, learning rhetorics is for use, and using rhetorics concerns about language use. But after searching an amount of materials, the present writer found that few scholars analyze oxymoron from the angle of pragmatics. So the present writer try to analyze oxymoron from the angle of pragmatics, using Grice’ s Cooperative Principle, Leech’s Politeness Principle and Wilson &Sperber’s Relevance Theory. Language is roughly divided into spoken and written language, and spoken language is prominent performance in daily life, and written language is outstanding performance in literary works, so each five examples of daily life and literary works were cited, from the point of pragmatics, especially from the violations of the Cooperation Principle and the violations of Politeness Principle. The present writer explores why people often violate these principles when they use oxymoron in discourse, and which pragmatic effects did these violations reach, after these research, the present writer discovered such an interesting rule: whether in daily conversation, or in literature, there are some violations of Cooperation Principles and Politeness Principle when people use oxymoron, and the violations of Cooperation Principles are outstanding performance in the violations of the maxim of manner, while the violations of Politeness Principle are outstanding performance in the violations of tact maxim, approbation maxim, sympathy maxim and agreement maxim, but all of these violations are very good compliance with the Sperber and Wilson’s Relevance Theory. Moreover, in daily conversation, the usage of Oxymoron, more obvious violations are the violations of Cooperation Principle, and in literary works, the more obvious violations are Politeness Principle. Through the above research, we will have a deeper level of understanding and mastering of Oxymoron, thus guide us to use Oxymoron more rationally and reasonablely and make our language more colorful.Finally, as an English teacher, the present writer gets some hints for teaching oxymoron from the angle of pragmatics. For example, first, Oxymoron teaching must cooperate with the teaching skills of listening, speaking, reading and writing, that is to say, while training these language skills, we should explain and drill the relevant rules of use. Second, while teaching language, for example, vocabulary, grammar, we should extract some relevant rhetoric and pragmatic rules as the contents of teaching to interpret and practice language. Third, teachers must combine the functional items with the cultural contents in teaching, in other words, pay attention to the function of culture and language when teaching, try to reveal the rhetorical features. Fourth, comparing the Chinese and foreign language, we should extract some relevant points of cultural features to explain their rhetoric effects. Fifth, we should have different rhetoric contents and methods with different target students at different levels.更多还原