从语用学角度分析情景喜剧老友记中的幽默正文Word文档下载推荐.docx
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从语用学角度分析情景喜剧老友记中的幽默正文Word文档下载推荐.docx
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Firstly,itclassifiesthekindsofhumorinthesitcomFriendsindetailsandenrichesthetheoriesofhumorandsitcominlinguistics.Toacertainextent,itbroadensthewayofthelinguisticsstudy.
Secondly,tosomeextents,itcanimproveEnglishlearners’comprehensionandinterestsinEnglishhumorandenhancetheirabilityofusingEnglish.Moreover,itmakessignificanceincross-culturalcommunication.Sometimesbeinglackofrelevantculturalknowledgemayleadmisunderstandingandcommunicationfailure.Humor,asausefultoolincommunication,isworthstudying.
2.TheStudyofHumor
Asagoodandpopularwaytocommunication,humoriswidelystudiedbyscholarsfromdifferentareas.However,mostofusknowlittleabouthumor.Sointhissection,ageneralstudyofhumorispresented.
Asaborrowing,theword“humor”isnotcreatedbyChinese.ItisderivedfromLatinword“humere”meaning“tofloworbewet”.InAncientGreek,therewasafamousdoctorandfounderofWesternMedicinecalledHippocrateswhofirstusedtheword“humor”torefertothebodyfluidsandbelievedthebodyfluidswereconsistedbyblood,phlegm,yellowbileandblackbileindifferentproportions.Human’shealthandemotionarecontrolledbythosefourhumors.Forinstance,gloomyiscreatedbytheoverabundantofblackbile.Thewaytosolvethisbademotionistolaughhappily.Asthetimewentby,thiswordhasgraduallylostitsoriginalmeaning.Later,Englishgive“humor”ameaningoffun,laugh,ridicule,comedy,wisdomandsoon.
BenJohnson,themostimportantdramatistoftheEnglishRenaissanceperiod,makesagreatcontributiononthewideuseof“humor”.Onthecontrary,someofhisworksarefamousforhumor.Toalargeextend,thetheoryofhumorcreatedbyJonsonwasacceptedallovertheworld.
ChinesescholarLinYutang,isthefirstonewhotranslated“humor”as“youmo”intoChineseinearly20thcentury,andheheldtheviewthat“humorispopularartformtoexpressone’sviewpointandevenperceptionoftherealworld”(HuFanzhu,1987,7-8).
InEnglish,“humor”canbewritinginto“humour”,butthereissamedifferencebetweenthetwowords.Andinwesterncountries,“humour”doesnotalwaysrefertofunny.TaketheFrenchforexample,“humour”referstomood.
Differentdictionariesgivesomedifferentdefinitionsofmodernmeaningofhumor.
InCambridgeDictionaryofAmericanEnglish,humoris“theabilitytobeamusedbysomethingseen,heard,orthoughabout,somethingcausingyoutosmileorlaugh,orthequalityinsomethingthatcausessuchamusement.”
InLongmanDictionaryofContemporaryEnglish,humoris“thequalityinsomethingthatmakesitfunnyamusement”or“theabilitytounderstandandenjoyfunnysituationortolaughatthings.”
InOxfordAdvancedLearner’sEnglish-ChineseDictionary,humorequalstohumour.Itputsthegeneralmeaningsofhumortogether.First,humorisjustlikeCambridgeDictionaryofAmericanEnglishsaid;
second,humoristhestateofyourfeelingsormindataparticulartime;
third,humorisoneofthefourliquidsthatwerethoughtinthepasttobeaperson’sbodyandtoinfluencehealthandcharacter.
Frompsychologicalview,humoristhefeathersinsomethingthatmakepeoplefeelridiculousandunexpected,whilethewaytheyshownisimplicitandmeaningful.
Fromsociologicalview,thesociologicalstudyonhumorpaymoreattentiononhowhumorisusedindailylife.Datingbacktoolddays,SocratesandPlatohasalreadyreferredtothislayerofhumor.AndHobbesgaveafurtherdevelopmentofthistheory.Intheiropinion,humorisawonderfulfeelingwefeeltothosewhoareinferiortousbecauseofsickness,ugliness,incompetenceandsoon.
3.TheoreticalFramework
Inthesecondyearofcollege,thereisacoursecalledANewConciseCourseonLinguisticsforStudentsofEnglish,whichgivesaintroductionofpragmaticindetails:
Pragmaticscanbedefinedinvariousways.Ageneraldefinitionisthatitisthestudyofhowspeakerofalanguageusesentencestoeffectsuccessfulcommunication.Astheprocessofcommunicationisessentiallyaprocessofconveyingandunderstandingmeaninginacertaincontext,pragmaticscanalsoberegardasakindofmeaningstudy.
Pragmaticsstudiessuchtopicsasrelatedtolanguagecommunication,includingdeixis,speechacts,indirectlanguage,conversations,politeness,cross-culturalcommunication,andpresupposition.(DaiWeidong,HeZhaoxiong,2002,84)
Inthischapterwewilltakeabrieflookatsometheorieswhichwillbeusedinthediscussionofhowhumoriscreated.
3.1.SpeechActTheory
3.1.1.Austin’sModelofSpeechActs
Speechacttheoryisanimportanttheoryinthepragmaticstudyoflanguage.Itisalsothefirstmajortheoryinthestudyoflanguageinuse,whichoriginatedwiththeBritishphilosopherJohnAustininthelate50’softhe20thcentury.Itaimstoanswerthequestion“whatdowedowhenusingthelanguage?
”
ThefirstopinionofAustin’stheoryistheclaimthattherearetwotypesofsentences:
performativesandconstatives.Iftheutteringofthesentencesisapartofdoingofanaction,thesentencesarecalledperformatives.Andverbslikebequeatharecalledperformativeverbs.
E.g.Ibequeathmywatchtomysister.
InamemychildCecilia.
Onthecontrary,constativesaredescriptionofwhatthespeakerisdoingatthemomentofspeaking.
Inhis“HowtoDoThingswithWords”,Austinpointsoutthatperformativesdonotdescribethings,sotheycannotbesaidtobetrueorfalse.However,therearesomeconditionstomeetandcomplywith,whichAustincalledFELICITYCONDITIONS.Asimplifiedversionispresentasfollows:
(JohnAustin,1962,14-15)
A(i)Theremustbearelevantconventionalprocedure,and
(ii)Therelevantparticipantsandcircumstancesmustbeappropriate.
BTheproceduremustbeexecuted(i)correctlyand(ii)completely
CVeryoften,(i)therelevantpeoplemusthavetherequisitethoughts,feelingsandintentions,and(ii)mustfollowitupwithactionsasspecified.
Thus,thepersonwhobequeathshiswatchmusthaveawatch;
thepeoplewhogivehisbaby’snamemusthaveababyandhehastherighttoname.
Withhisfurtherstudyinthefield,Austinfinallyrealizesthat“constative”isalsoakindof“performative”,becauseallthesentencecanbeusedtodothings.
InthelatterpartofHowtoDoThingswithWords,Austinmadeafreshstateontheproblemandconsidereditfromthegroundupagain,i.e.inwhatsensetosaysomethingistodosomething.Austindistinguishedthreebasicsensesinwhichinsayingsomethingoneisdoingsomethingandthreekindsofactsareperformedsimultaneously:
(StephenC.Levinson,2005,236)
a)LocutionaryAct:
Itmeansthatwhenwespeak,wemoveourvocalorgansandproduceanumberofsoundswithacertainmeaning.
b)IllocutionaryAct:
Itisusingasentencetoperformafunction.
c)PerlocutionaryAct:
Itistheresultoreffectthatisproducedbymeaningsofsayingsomething.
Ofthethreespeechacts,linguistsaremoreinterestedintheillocutionaryactbecausethiskindofspeechactisidenticalwiththespeaker’sintention,andintheirstudyoflanguagecommunication,linguisticsaremostinterestedinhowspeakerexpresshisintentionandalsohowhisintentionisrecognizedbythehearer.(DaiWeidong,HeZhaoxiong,2002,89)
3.1.2.Searle’sClassificationofSpeechActs
Inthe1960’sto1970’s,amountofscholarswereinterestedinthestudyofspeechacttheory.OneofthosewhomadenotablecontributionstoitistheAmericanphilosopherlinguistJohnSearle.
OneofthecontributionsSearlehasmadeishisclassificationofillocutionaryacts,whichissomethingAustinhadtriedtodobutdidnotdoverysuccessfully.AccordingtoSearle,speechactsfallintofivecategories.Inotherwords,therearefivegeneraltypesofthingswedowithlanguage:
(JohnSearle,2003,34)
1.representatives:
statingordescribing,sayingwhatthespeakerbelieveistrue
2.directives:
tryingtogetthehearertodosomething
3.commissives:
committingthespeakerhimselftosomefuturescourseofaction
4.expressives:
expressingfeelingsorattitudetowardsanexistingstate
5.declarations:
bringingaboutimmediatechangesbysayingsomething
3.2.TheCooperativePrinciple
Thesecondmajortheoryinpragmaticsi
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