学位论文 > 优秀研究生学位论文题录展示

基于顺应理论的高职学生语用失误调查与研究

作　者: 张丽
导　师: 司联合
学　校: 南京师范大学
专　业: 英语语言文学
关键词: 语用失误顺应理论语用能力问卷调查高职学生
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 54次
引　用: 1次
阅　读: 论文下载

内容摘要

语用失误是语言学研究的一个重要研究课题。目前大多数学者对语用失误的研究多从跨文化交际、二语习得、认知等角度出发,得出的结论难免有交叉现象,缺乏高度的概括性和跨学科性。其实证研究多以重点本科院校的学生为研究对象,而以高职学生为对象的语用失误研究则不为多见。作为高职高专培养的实用性人才,提高高职学生的语用能力,减少语用失误尤为重要。为了调查目前高职学生英语语用能力的现状,研究学生的语用能力与语言能力之间的关系,本文作者以马鞍山职业技术学院三个年级的142名英语专业学生和135名非英语专业学生为研究对象,并将其分为六组,进行了一次语用失误问卷调查。收集到的数据采用Excel2003和SPSS13.0软件进行处理。调查结果表明,从总体上来讲,参加本次调查的学生的语用能力仍处于较低的水平,英语专业学生的语用能力略强于非英语专业学生,但各年级之间的平均语用失误率差别不是很明显,学生的语用能力并不一定与语言能力成正比。基于学生在调查问卷中所反映出的语用失误,本文作者以Verschueren的顺应理论为理论框架,结合语境理论和语体理论,充分全面地阐释了语用失误的根本原因是在言语交际过程中,语言使用者忽视语境关系顺应和语言结构顺应而造成的。在交际过程中,当交际的一方没有适应交际另一方的角色,以及他的心理世界,社交世界和物理世界,并未能在语言选择中使语境和语言结构相顺应时,语用失误就会产生。作者得出结论,在具体的交际过程中,交际双方都应对交际语境和语言语境进行动态顺应,并选择恰当的语体和语言形式,以避免语用失误。顺应与否是交际成败的关键因素,是语言教学中增强学生文化敏感度,使其掌握不同的语体,提高语用能力的意义所在。针对研究结果,本文就如何在高职英语教学中减少和避免语用失误提出了建议,如提供真实的语言材料,在语境中进行外语教学,在教学中结合语体教学和文化教学,注意语用理论知识的讲解,以及改进相关的英语测试等。本文作者希望通过对高职学生语用失误的调查与研究对当前国内在培养学生语用能力方面有所补益。

全文目录

摘要  4-5
Abstract  5-10
Chapter One Introduction  10-14
  1.1 Background of the Study  10-12
  1.2 Significance of the Study  12-13
  1.3 Structure of the Dissertation  13-14
Chapter Two A Review of Literature  14-26
  2.1 Pragmatic Failure  14-18
    2.1.1 Pragma-linguistic Failure  15-16
    2.1.2 Socio-pragmatic Failure  16-17
    2.1.3 Other Definitions of Pragmatic Failure and Limitations  17-18
  2.2 Researches on Pragmatic Failure at Home and Abroad  18-24
    2.2.1 Foreign Research on Pragmatic Failure  19-20
    2.2.2 Domestic Research on Pragmatic Failure  20-24
      2.2.2.1 Pragmatic Failure and Cross- cultural Communication  20-21
      2.2.2.2 Pragmatic Failure and Second Language Acquisition  21-22
      2.2.2.3 Pragmatic Failure and Cognition  22-23
      2.2.2.4 Pragrnatic Failure and Foreign Language Teaching  23-24
  2.3 Inadequacy of Previous Studies  24-25
  2.4 Summary  25-26
Chapter Three Theoretical Framework  26-47
  3.1 Basic Notions  26-27
    3.1.1 Pragmatic Failure  26-27
    3.1.2 Adaptation  27
  3.2 Relevant Theories  27-42
    3.2.1 The Context Theory  27-33
      3.2.1.1 The Notions of Context  28-30
      3.2.1.2 The Dynamic Context  30-31
      3.2.1.3 The Functions of Dynamic Context  31-33
    3.2.2 The Style Theory  33-37
      3.2.2.1 Classification of English Styles  33-35
      3.2.2.2 The Determining Factors of Stylistic Choices  35-37
    3.2.3 Theory of Adaptation  37-42
      3.2.3.1 The Pragmatic Perspective  37-38
      3.2.3.2 The Adaptation Theory  38-42
  3.3 Theoretical Framework for Pragmatic Analysis  42-46
  3.4 Summary  46-47
Chapter Four Research Methodology  47-56
  4.1 Objectives  47
  4.2 Subjects  47-48
  4.3 Instruments  48-51
  4.4 Procedures  51
  4.5 Data Analysis  51-55
  4.6 Summary  55-56
Chapter Five Pragmatic Failure Viewed from the Perspective of Adaptation  56-77
  5.1 Pragmatic Failure and Contextual Correlates of Adaptability  56-70
    5.1.1 Neglect of Adaptation to the Mental World  57-61
      5.1.1.1 Failure to Adapt to the Interpreter's Personality  57-58
      5.1.1.2 Failure to Adapt to the Interpreter's Intention  58-59
      5.1.1.3 Failure to Adapt to the Interpreter's Emotion  59-60
      5.1.1.4 Failure to Adapt to the Interpreter's Value Systems  60-61
    5.1.2 Neglect of Adaptation to the Social World  61-67
      5.1.2.1 Failure to Adapt to the Interpreter's Level of Education  62-63
      5.1.2.2 Failure to Adapt to the Language User's Social Position  63-64
      5.1.2.3 Failure to Adapt to the Relationship with the Interpreter  64-65
      5.1.2.4 Failure to Make Adaptation to the Cultural Conventions  65-67
    5.1.3 Neglect of Adaptation to the Physical World  67-70
      5.1.3.1 Failure to Make Adaptation to the Temporal Reference  68-69
      5.1.3.2 Failure to Make Adaptation to the Spatial Reference  69-70
  5.2 Pragmatic Failure and Structural Objects of Adaptability  70-76
    5.2.1 Failure to Make Adaptation at Vocabulary Level  71-73
    5.2.2 Failure to Make Adaptation at Phrase and Sentence Level  73-75
    5.2.3 Failure to Make Adaptation at Discourse Level  75-76
  5.3 Summary  76-77
Chapter Six Suggestions for Foreign Language Teaching  77-91
  6.1 Importance of Improving Students'Communicative Competence and Pragmatic Competence  77-80
  6.2 Ways of Developing Students'Pragmatic Competence in Foreign Language Teaching  80-90
    6.2.1 Providing Authentic Teaching Materials  80-81
    6.2.2 Teaching Language in Context  81-82
    6.2.3 Integrating Style Knowledge in the Teaching Process  82-84
    6.2.4 Integrating Language Teaching with Culture  84-86
    6.2.5 Teaching Pragmatic Principles for Students  86-89
    6.2.6 Improving the Present Test  89-90
  6.3 Summary  90-91
Chapter Seven Conclusion  91-96
  7.1 Major Findings  91-92
  7.2 Pedagogical Implicatures  92-93
  7.3 Limitations  93-94
  7.4 Suggestions for Further Studies  94-96
Bibliography  96-100
Appendices  100-106
  Appendix 1.Pragmatic Competence Questionnaire  100-104
  Appendix 2.Tables of Pragmatic Competence Statistics  104-106
Acknowledgements  106

基于顺应理论的高职学生语用失误调查与研究

内容摘要

全文目录

相似论文