【作者】 王蕾；

【导师】 侯涛；

【作者基本信息】 太原理工大学 ， 外国语言文学， 2018， 硕士

【摘要】 培养高级英语学习者的跨文化语用能力在我国“一带一路”倡议的要求下显得越来越重要。目的语习得者需要发展跨文化语用能力,并从监控和分析语用失误中获得有益的目的语使用方面的经验,实现语用交际。自英国学者詹尼托马斯(1982)首次提出跨文化语用失误的概念以来,语用失误研究渐渐引起了国内外学者的高度关注,特别是语用失误在言语行为领域的相关研究成果对英语口语课堂的语用教学具有重要的参考价值和借鉴意义。本文旨在以非英语专业大学生语用能力为例,从探讨其英语口语中的语用失误开始,运用托马斯的跨文化语用失误理论,以及合作原则、礼貌原则、面子理论、跨文化交际视角等理论和方法,从使用过程中考察学习者中介语语用能力的本质问题,从话语-语用视角深度剖析二语者语用失误的特征和可能成因,最后从“后方法”视角发现提高语用能力教学和培养跨文化语用意识在英语教学中的重要积极作用。本研究将理论分析和实际研究相结合:首先,发现研究问题,通过概述本研究前期研究及所使用的语用学理论基础,包括语用能力及语用失误等语用学概念、合作原则及礼貌理论等语用规则,话语分析及语用功能评价等研究框架,得出本研究的研究方向和方法基础。第二,通过语篇完型问卷调查剖析学生语用失误的情况,问卷涉及问候、道别、感谢、道歉、请求、建议、拒绝等言语行为的具体运用;第三,要求学生根据给定的情景进行包括多种生活场景在内的对话,例如向陌生人问路、向老师询问建议及向邻居请求帮助等。学生对话由教师研究者根据录音转写,整理成为研究语料,从话语-语用学的角度进行话语分析,收集找出并分析学生在言语交际中所犯的语用失误的原因,通过对比英汉语用异同,找出问题根源。第四,针对学生所犯语用失误的特征和原因,尝试提出“后方法”(Richards,2013)视域下的语用教学方案,即通过精析语用失误及提示汉英语用原则差异,引导学生进行有意识的自我评价和反思,帮助学生“生态式”地从语用错误中学习。研究同时探究语用教学的有效性和重要性。基于此研究,得出以下研究发现:1.研究所选主体的大学生的英语语用能力较弱,语用完型及课堂情景对话分析均发现语用失误现象,分析发现主要问题涉及语言语用失误和社交语用失误两个层面。2.对学生在实施问候、道别、建议、请求、提供帮助、道谢、道歉、邀请、拒绝等言语行为时的语用失误加以分析利用,将大大改善目的语话语语用知识输入。3.多视角、多层面的语用理论及方法有助于作为教师的研究者开展语用深层教学,引导学生的语用习得,开拓“后方法”时代的语言及文化输入,获得有效的语用输出。本研究是语用学视角下对英语口语话语分析及习得能力路径的一次积极探索,提倡语用教学的理论及创造性方法运用。本研究对语用学理论及方法运用、应用语言学的新发展及促进多元文化的语言的习得、交际及翻译都有积极借鉴意义和重要启示。更多还原

【Abstract】 The development of advanced English learners’ cross-cultural pragmatic competence becomes more and more important with the requirement of the “Belt and Road Initiative” in China.The target language learners need to develop their cross-cultural pragmatic competence and gain useful experience in the use of the target language from their monitoring and analysis of pragmatic failures to achieve pragmatic communication.The study of pragmatic failure has drawn great attention from scholars at home and abroad sinceThomas(1982)first introduced the concept of pragmatic failure.Especially,achievements in the research of speech acts and those of related pragmatic failure studies should have important reference value and significance to the pragmatic teaching in oral English classrooms.This thesis takes the non-English majors’ pragmatic competence as example,and begins with the discussion of their pragmatic failures in oral English before it uses theories and methods related to the cross-cultural pragmatic failures,including cooperation principles,politeness principles,face theory,and cross-cultural communication perspectives,to explore the situation of learners’ interlanguage pragmatic competence from the perspective of their actual use.It analyzes the features and possible causes of pragmatic failures in the second language learners from the perspective of discourse-pragmatics.Finally,from the “post-method” perspective it discovers that the improvement of pragmatic competence teaching and the cultivation of cross-cultural pragmatic awareness both play an important and active role in English teaching.The research employs both theoretical and practical investigations: first,it pins down the research questions and gives the research an orientation and lays method foundation for the research by reviewing the previous research and the pragmatic theoretical basis to be used,including pragmatic competence,pragmatic failure,cooperation principles,politeness theories,discourse analysis and pragmatic competence assessment,etc.Second,it examines and analyzes college students’ pragmatic performance and pragmatic failures as existing in their speech act use by analyzing data that comes from a discourse-completion questionnaire,which involves their performance of greetings,leave-taking,appreciating,apologizing,requesting,suggesting,refusing and other speech acts.Third,discourse-pragmatic analysis based on the students speech act performance in group activity conversations with given situations are carried out,which situations involve various scenes of life,for example,asking strangers for directions,asking teachers for advice,asking neighbors for help,etc..Students’ dialogues are recorded,transcribed,and then sorted out as research corpus for discourse-pragmatic analysis to find out about their pragmatic failures in real speech interactions;Moreover,the study here identifies the root causes by comparing the similarities and differences between the expected English forms and the actual Chinese utterances.Fourth,according to the features and causes of pragmatic failures,the research tries to put forward an improved pragmatic teaching plan based on the “post-method”(Richard,2013)pedagogy.That is by carefully providing the learners with analysis of their pragmatic failures,pointing out the difference between the Chinese and English pragmatic principles,thus guiding students to consciously self-evaluate and self-reflect to help them improve their pragmatic competence and “ecologically” learn from their pragmatic failures.At the same time,it gives prospect on the efficiency and importance of pragmatic teaching.The findings of the study can be summarized as follows: 1)the selected college students’ pragmatic performance is generally unsatisfactory,with their responses in discourse completion activity and conversational contributions in oral English class show pragmatic failures at both pragmalinguistic and sociopragmatic levels.2)By analyzing and utilizing pragmatic failures made by students themselves,the input of pragmatic knowledge in the target language will be greatly improved.3)Multi-perspective and multi-level pragmatic theories and methods are helpful for the teachers as researchers to develop deep pragmatics teaching,guiding students’ pragmatic acquisitions,and develop the language and cultural input in the “post-method” era,to yield effective pragmatic output.This study is an active exploration of the approach of discourse-pragmatic analysis for the acquisition of English oral competence from the perspective of pragmatics,and promotes the use of pragmatic theory and creative methods in the teaching.This study provides heuristic reference and important implications for the application of pragmatic theories and methods,the new development of applied linguistics,and the promotion of multicultural language acquisition,practice of communication and translation,etc.更多还原