【作者】 韦丽春；

【导师】 王洋；

【作者基本信息】 广西大学 ， 外国语言学及应用语言学， 2006， 硕士

【摘要】 恭维是一种运用频率较高的积极的言语交际行为，是交际的“润滑剂”。本文通过总结国内外对英汉恭维语及其答语的研究成果，结合文学作品如戏剧、小说及电影对白中的恭维现象，以言语行为理论和礼貌原则为指导，从句法、语义、恭维话题、恭维答语四个方面对英汉恭维语进行比较，并分析其异同的内在文化因素，旨在寻找在不同文化背景下如何恰当地给予和接受恭维语的有效途径。 分析结果表明，英汉恭维语在基本句法、语义层面上都具有程式化倾向，但两者在语义用词上的差别较大，英语恭维语趋向于使用有限的词语，而汉语恭维语在用词上则丰富得多，主要体现在汉语恭维语大量使用富中国文化特色的修辞现象、成语或习惯用语等。其次，英汉恭维话题的分布都集中在外貌、成就能力、性格、所有物四个方面，但英汉的侧重点不同。此外，汉语恭维语在应答上主要采取谦虚策略，而英语恭维语的应答则以接受和回报恭维为主。 英汉恭维言语行为之间的具体差异充分反映了英汉文化领域的差异。对这些文化差异的认识将有助于人们有效地提高跨文化交际的能力，尤其是提高在跨文化交际场合中恰当地给予和接受恭维语的能力。对英汉恭维语的对比研究对当前我国的英语教学及其对外汉语教学都具有重要启示。最后，本文以教授外国人学习汉语恭维语为例，从提高跨文化交际能力的角度出发，重点阐明在对外汉语教学中必须重视文化的输入的重要性，结合汉语恭维语的语义特点，指出可以通过教授汉语成语或惯用语、比喻等修辞手法来表达恭维的必要性，并提出一些可行的教学方法。更多还原

【Abstract】 Complimenting, said to be a social "lubricant", is a positive and frequently used speech act. Based on the previous studies on compliment speech act both at home and abroad, together with compliment speech acts in literature like plays, novels and movie clips, guided by speech act theory and politeness principle, this paper centers on comparing and analyzing compliment speech act in English and Chinese cultures in terms of syntactic level, semantic level, compliment topic, compliment response, along with implied cultural factors. These studies aim to provide a good understanding of how to perform and accept compliments appropriately in different cultural backgrounds.It can be concluded that both English compliments (ECs) and Chinese compliments (CCs) can be interpreted as formulaic on basic syntactic level and semantic level. But they differ greatly on semantic level, as ECs lack of originality while CCs are characterized by richness in words selection. Chinese culture-based rhetorical phenomena and ritualized phrases like idioms, vulgarisms etc are two noticeable traits of CCs. Both ECs and CCs focus their topics on such four aspects as appearance, achievement and ability, trait, possession though they are different in preferred ones. As for responding strategy, "Modesty strategy" is more frequently used in CCs, whereas strategies of "Accepting" and "Returning" are more common in ECs.The cultural differences between Chinese and English contexts are fully reflected by the differences between the two compliment sets, which helps people understand the different cultural backgrounds better, hence to improve their intercultural communicative competence, especially that of how to give and receive compliments properly on intercultural occasions. Meanwhile, contrastive studies on ECs and CCs are of significant implications both for English teaching in China and Teaching Chinese as a Second Language (TCSL). Finally, by taking teaching CCs to non-native learners as an example, the author further discusses the indispensability of teaching Chinese culture in TCSL classroom from an intercultural perspective, some feasible ways of teaching Chinese idioms and figure of speech are also raised based on the semantic characteristics of CCs studied previously.更多还原