语用学期末论文.docx
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语用学期末论文.docx
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语用学期末论文
2014-2015学年第一学期
语用学与英语教学课程考核
(研究报告)
题目:
AnanalysisofPragmaticFailurewithCross-culturalCommunications
学号(准考证号):
1230100054
姓名:
焦凯丽
专业:
英语(教法方向)
年级:
2012级
学院:
外国语学院
完成日期:
2015年1月10日
Introduction
TheCross-culturalPragmaticsisarelativelyyounglinguisticbranchcomparedwiththeTraditionalLinguisticsandStructuralModernLinguistics.Itattachesgreatimportancetotheresearchofcross-culturalcharacteristics.Andthecross-culturalpragmaticfailureisacommonphenomenonincross-culturalcommunicationprocess.Thispaperfocusontheanalyzingofdifferentkindsofpragmaticfailuresinourcross-culturalcommunication,atthesametime,givingreflectionsandfeedbacksonourEnglishlearningandLanguageteaching.Beingintherapiddevelopedcenturyofourhumansociety,weshouldheightentheawarenessofappropriatinguseofpragmaticlanguageinourcross-culturalcommunication.
PartITheoreticalbasis
BeforeNoamChomsky,TraditionalLinguisticsandStructuralModernLinguisticsregardedlanguageasasystemofcompletelyself-sufficientblockingstructure,whichputanemphasisonthevisionfieldoflanguageresearchesonthedescriptionoflinguisticentityandputthelanguageteachingonaculturalvacuumtoconductarigidpractice.ButthisfailedtoattachtheexpectedresearchontheSocialculturewhichaffectsthelanguagehowitaffectstheconstruction,comprehensionandexpression.Asaresult,linguistictheoriescouldn'tresolverealisticproblemsoflanguage.Andoftencommunicatorswhohavelearnedsomebasicknowledgesuchasphonetic,lexiconandgrammarstillcouldn'tcarryoutproperandeffectivecommunication.Thebirthofsociolinguisticsbreaksthroughtheresearchrestrictionoftraditionallinguisticsandpragmaticsandstructural.Itdeepenspeople’srealizationtolinguisticsocialnatureandconstructahighqualifiedplatformforthestudyoftheInterculturalCommunication.However,allkindsoffailurestilloccurintheinterculturalcommunicationwhichinfluencesthequalityofinternationalcommunicationbecausecommunicationscannotmasterenoughforeignknowledgeoracknowledgetheculturefeatureofforeignnation.Sotheresearchofpragmaticfailureinthecross-culturalcommunicationhasbecomeaproblemofimportanttheoreticmeaningandrealisticvalueinthecontemporarylinguisticstudy.
Cross-culturalPragmaticsisarelativelyyounglinguisticbranch,growingoutofpragmaticsandcomparativelinguistics,andintroducingculturalfactorsintotheresearchscopeofpragmatics.Itattractedgreatimportancetotheresearchofcross-culturalcharacteristics.Cross-culturalpragmaticsisthestudyoftheuseofsecondlanguageincross-culturalspeechcommunicationwhenthepragmaticproblemoccurs.TheconceptionpragmaticofpragmaticfailurewasformallyproposedbythefamousBritishscientistJennyThomasinherthesis"Cross一CulturalPragmaticFailure"in1983whichestablishedatheoreticalframeworkfortheanalysisofpragmaticfailureandculturaltransfer.Shedefinespragmaticfailureas"inabilitytounderstandwhatismeantbywhatissaid."Thus,Cross-culturalpragmaticfailurecanrefertothemisunderstandingandevenconflictarisinginthecommunicationprocessbecauseofthehearer'sfailuretocatchdiscourseimplicationofthespeakeraccuratelyandbecauseofhisfollowingimproperoutputofutterances,whichmaybeproperinhisculture.ThepioneerstudyofpragmaticfailureinChinagoestoHeZiranandhisfraternity.In1984,theylaunchedinvestigationintopragmaticdifferencesbetweenEnglishandChineseinreferencetoThomastheory,andmadeknowntheirresultsofinvestigationtogetherwithexplanationsaboutpragmaticfailure.Cross-culturalpragmaticfailureisacommonphenomenonincross-culturalcommunicationprocess,inthisprocess,thespeakerdisobeysthecommunicationstandardandsocialcustoms,ignoreshearer'sidentityorstatus,harmsthespecialculturalvalueoftargetlanguage,causesthebreakingofforfailureofcommunication,makescommunicatingobstacles,thencommunicationcannotachievetheexpectedresults.Thoughthereisnogrammaticalerror,thewrongwayofspeakingortheimproperperformancemakesthecommunicationlosetheexpectedeffect.
PartIICasestudies
Therearemanykindsofpragmaticfailureinourcross-culturecommunication.Firstisaboutthephoneticpragmaticfailure.AteacherwhoteachChineseinEnglandrecalledthat,”Mystudent,JohnisatypicalEnglishgentleman.Whenwewalkdownstairs,healwayssaidthat'请小心裸体(楼梯),下流,一起下流(下楼)吧。
‘(Pleasebecarefulofthestairs,let'swalkdowntogether.)"Suchphoneticpragmaticfailurecouldcausemisunderstandingandconfusion.Andtosomeextent,itisalsoveryimpoliteofsayingsuchwordstoourChinesepeople.Anotherpragmaticfailureisaboutthevocabulary.Vocabularyisthebasicelementoflanguage.Choosingthecorrectandpropervocabularyisthecriticalfactorforsuccessfulcross-culturalcommunication.Becausethevocabularynotonlyhasitsconceptualmeaning,buthavetheconnotativemeaning,stylisticmeaning,affectivemeaningandsoon.Forexample,theword"dog"hasatotallydifferentpragmaticmeaningindifferentculture.InEnglish,dogisregardedasman'sbestfriend,withtheexpressionslike"Everydoghashisday;Loveme,lovemydog;Dogdoesnoteatdog;Helpalanedogoverastile."Well,inourChineseculture,dogisalmostgivenallthebadsynonyms,like"走狗、狗汉奸、狗腿子、狗眼看人低".Inourcross-culturalcommunication,ifweusethiskindofvocabularyimproperly,conflictwilloccur.Andwhentalkingabouttheaspectofgrammar,therestillhaspragmaticfailure.Themostcommongrammaticalpragmaticfailureispeoplecannotcomprehendthemultiplecommunicatedfunctionsoflanguage.Like,"Couldn'tyoujusteatupyourdinner?
"(你能不能把饭吃完?
)Thissentencedoesnotsimplyacquirewhetheryouhavetheabilitytofinishoffyourdinner.Inmostcasesitexpressesacomplainttootherpeople’sbehavior.Thelastoneisaboutthesocial-culturalpragmaticfailure.Peoplefromdifferentculturalbackgroundmayformtheirowndifferentculturalpattern.Ifpeoplejustinsettheirownculturalpatterntootherpeoplewhohaveatotallydifferentculturalbackground,misunderstandingwilloccur.Forexample,aChinesestudentsayshellotohisEnglishforeignteacher,"Goodmorning,youmusthavehadatiringjob."Suchexpressionswillcausemisinterpretation.Theforeignteachermaycomprehendthisgreetingasahumiliation.Becauseifateacherfeelstiredafterclassthatmeansheisveryweak.Givingonlyonelessonexhaustsallofhisenergy.Suchpragmaticfailuremaybreakdownourcommunicationwithothers.
PartIIIReflectionsonEnglishlearning
AsanEnglishLanguagelearner,realizingthepragmaticfailureinourcross-culturalcommunicationisnotenough.Themostimportantisweshouldhavetheawarenessaboutthecross-culturalcommunicatedability.WehavelearnedEnglishformorethan10years.Wehaveacquiredalargenumberofvocabularyandgrammarrules.However,westillcannotcommunicatefluentlywithforeignersaboutthebasictopicofourdailylife.Weshouldhaveadeepthinkingaboutthisphenomenon.Ourlanguagelearningisnotjustaskilllearningbutancompetencetraining.Cultivatingthecross-culturalcommunicatedabilityisveryessentialforourfurtherlanguagelearning.So,howtocultivatethiscommunicationability?
Frommyownperspective,especiallyfromtheSecondlanguageacquisitiontheory,thecontrastiveanalysiscouldplayanimportantrole.Weusuallyhearthenativespeaker'sconversationlikethis:
A:
Whydidnotyougotoworkyesterday?
B:
Well,itwasablueMonday.
SuchconversationcouldconfuseourChinesespeaker.Wethinkthereisnocause-and-effectrelationshipbetweenthequestionandanswer.Ournormalanswerofthisquestionis"Well,ihadabadcold,so...".However,inthenaturalcommunicationofnativespeakers,therearenotalwaysthecommoncause-and-effectconversations.Theword"blue"hasitsspecificmeaninginthissentence.Itisusedtodescribedsomethingbadoraperson'bademotionandfeelings.Well,theword"blue"inourculturedoesnothavesuchmeaning.OurChinesestudentsmayfeelconfusedwhenwehearsuchanswer.So,thecontrastiveanalysisbetweenourcultureandwesterncultureisveryessentialintheprocessofourlanguage.Apartfromthecontrastiveanalysistoenhanceourcross-culturalcommunicatedability,therearestillmanyothermethodstocultivatesuchability.Likethenon-linguisticcommunicationalsohelpfulwhenwecommunicatewithforeigners.Somenon-linguisticfeatureshavespecificmeaningindifferentculture,likethebodylanguage.So,thenon-linguisticfeaturesalsoplayanimportantroleinourcross-culturecommunicatedability.Findingoutthedifferentmeaningofthesamenon-linguisticlanguageindifferentculturesbecomeessential.
PartIVReflectionsonEnglishteaching
Learningandteachingaretotallythedifferentaspects.WewillbeanEnglishteacherinthefuture.So,howtoinstructstudentstohavethecross-culturalpragmaticawarenessisasimportantasthelanguageskillteaching.Firstandforemostisaboutthespokenlanguageteaching.Someteachersthinkthespeakingisthemosteasyoneamongthefourlanguageskills.However,itisthemostdifficultandcomplicatedoneinourteachingprocess.Whenstudentspracticespokenlanguagewiththeirpartner,theyoftenproducesentenceslike:
Haveyouhadyourmeal?
Whereareyougoing?
Howmuchdidtheclothescostyou?
Suchsentencesareverycommoninourculture.However,itisveryimpoliteinwesterncultureforsuchs
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