郑亚伟 语用学作业.docx
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郑亚伟 语用学作业.docx
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郑亚伟语用学作业
贵州师范大学
研究生作业(论文)专用封面
作业(论文)题目:
PragmaticFailureinInterculturalCommunication
课程名称:
语用学
任课教师姓名:
郑志进
研究生姓名:
郑亚伟
学号:
4201110500274
年级:
2011级
专业:
外国语言学及应用语言学
学院(部、所):
外国语学院
任课教师评分:
评阅意见:
任课教师签名:
2012年10月12日
PragmaticFailureinInterculturalCommunication
Contents
Abstract2
1.Introduction3
2Thedefinitionandtypesofpragmaticfailure3
3.StudiesofPragmaticFailuresatHomeandAbroad3
3.1StudiesofPragmaticFailuresAbroad3
3.2StudiesofInter-culturalPragmaticFailureinChina4
4.PragmaticfailuremadebyEnglishlearners4
4.1Pragmalinguisticfailure4
4.1.1Inappropriatetransferofexpressions4
4.1.2Inappropriateuseoftargetlanguageexpressions5
4.2Sociolinguisticfailure6
4.2.1Culturalandvaluejudgements6
4.2.2Pragmaticfailureduetosocialfactors6
5.GeneralSourcesofPragmaticFailure7
5.1Culturaldifferences7
5.2Pragmatictransfer7
5.3Lackofpragmaticknowledge8
6.Possiblesuggestionstoavoidunnecessarypragmaticfailures8
6.1RaisingChineselearners’culturalawareness8
6.2Increasetheawarenessofpragmaticbehaviourandthought9
6.3Creatinganinteractivelearningenvironment9
7.Conclusion9
References11
Abstract
Thephenomenaofpragmaticfailurehasarousedalotofattentioninrecentyears,becausetherearealwaysmisunderstandingsmadewhencommunicatewithotherpeoplefromdifferentcountriesindailyconversation.Thisarticlediscussedthetypesandcausesofpragmaticfailureininterculturalcommunication.Bystudyingthecasesinconcretesituationsmadebyenglishlearnersintheirstudyandcommunication,thisarticlealsogivesomesuggestionsonhowtoimprovethecompetenceofusinglanguage.
Keywords:
Pragmaticfailure,interculturalcommunication,pragmaticcompetence
1.Introduction
Pragmaticfailurebelongstothefieldofcross-culturalpragmatics,anewbranchofpragmaticswhichhasdevelopedrapidlyinthepasttwentyyears.ThispaperattemptstoanalyzethephenomenaofpragmaticfailurecommittedbyenglishlearnersintheirdailyconversationswithnativeEnglishspeakers.Thepurposeistogainabetterunderstandingofthephenomenainordertomakerecommendationsonhowtoraisethepragmaticawareness,anddevelopthepragmaticabilityofenglishlearners.
2.Thedefinitionandtypesofpragmaticfailure
TheconceptofpragmaticfailurewasfirstproposedbyJennyThomas(1983)todefinetheinabilitytounderstandwhatismeantbywhatissaid.ZiranHe(1997)pointsoutthatpragmaticfailureisnotthegeneralperformanceerrorsinusingwordsormakingsentences,butthosemistakeswhichfailtofulfillcommunicationbecauseofinfelicitousstyle,incompatibleexpressionsandimproperhabit.Wolfson(1983,62)pointsoutthatininteractingwithforeigners,nativespeakerstendtoberathertolerantoferrorsinpronunciationorsyntax.Incontrast,violationsofrulesofspeakingareofteninterpretedasbadmannerssincethenativespeakerisunlikelytobeawareofsociolinguisticrelativity.
Therearetwotypesofpragmaticfailure,oneispragmalinguisticfailurewhichiscloselylinkedwithlanguageitself,referringtothecasethatlearnersunconsciouslytransfernativeexpressionsintoEnglishignoringtheirpragmaticmeaning,oruseotherinappropriateexpressionsofthetargetlanguage.Anothertypeissociolinguisticfailure,incontrast,iscloselyrelatedtocultures.Itinvolveslackofawarenessoftheconventionsandthesocio-culturalnormsofthetargetlanguage,suchasnotknowingtheappropriateregistersandtopicsortaboosgoverningthetargetlanguagecommunity.
3.StudiesofPragmaticFailuresatHomeandAbroad
3.1StudiesofPragmaticFailuresAbroad
ThenotionofpragmaticfailurehasbeeninitiallydefinedbyBritishlinguistThomasinherpaperofcross—culturalpragmaticfailure.Thomasdefinesitas“theinabilitytounderstand”whatismeantbywhatissaid(Thomas,1983:
p91-112).Inotherwords,itmeansthatthespeaker’sutteranceisinterpretedorunderstoodbyahearerasdifferentfromwhatthespeakerintendstobeinterpreted.Sooftenpragmaticfailureoccursininteractionsbetweennativeandnon-nativespeakers,anditalsocanbefoundincross-culturalcommunicationsbetweennativespeakers.Actually,itoccurswheneverthecommunicatorcouldnotuselanguageappropriatelyorinterpretlanguagecorrectly.Besides,onthebasisofthenatureofthefailures.
3.2StudiesofInter-culturalPragmaticFailureinChina
ChinesefamousscholarMr.HeZiran(2002:
p213-168)arguesthattheumbrellanotionofpragmaticfailurecanrefertoanyfailurethatspeakershavenotaccomplishedtheexpectedeffectinlanguagecommunications.Heremarksthatitisnotthewronggrammaticalstructurethatleadstoinadequateexpressionofmeaningandsense.
ChenXinren(2004:
p158-196)hasalsoexploredpragmaticfailuresfromtheaspectofpragmaticcompetence.Heholdsthattheskillsofusinglanguagecanbeseenaspragmaticcompetence.Languagegrammarstipulatesthecorrectformandstructureoflanguage,andsemanticcodesregulatesthattheformmusttakesomemeaningorsense.
4.PragmaticfailuremadebyEnglishlearners
4.1Pragmalinguisticfailure
4.1.1Inappropriatetransferofexpressions
Departingfromlinguisticstipulations,somelearnersmighttranslateanutterancefromtheirfirstlanguageintothetargetlanguage.Atthelexicallevel,theymighttakeitforgrantedthattheChinesewordsareequivalenttothoseofEnglishinculturalconnotationandthentransferthehabitofChineselanguageuseintointerculturalcommunicationcontexts.
Example1
Situation:
ThedrugstoresinatownareusuallyopenonSundays.AnEnglishvisitordidn’tknowthat,soheaskedtheChineseguide.
Visitor:
ArethedrugstoresopenonSundays?
Guide:
Ofcourse.
(Thevisitorseemedembarrassed.)
(Lin,2005,58)
‘Ofcourse’indicatesenthusiasminaChinesecontext,meaning‘Yes,indeeditis’inEnglish,butintheexampleitwouldbeabruptandimpolitebecauseitseemstoimplythattheEnglishnativespeakerisignorantorstupid,andonlyanidiotwouldasksuchaquestion(Thomas,1983).
4.1.2Inappropriateuseoftargetlanguageexpressions
ThemeaningoflinguisticformsusedtoperformcertainspeechactsmaychangewhentheyaretranslatedliterallyfromChinesetoEnglish.WhenChineselearnersdon’tknowtheexactmeaningofacertainwordorexpression,theymayregardtheliteralmeaningasitsconnotationanduseitinthecontextimproperly.
Example2
Situation:
TheconversationwasbetweenafemalecollegestudentofEnglishandamaleAmericanstudentofliterature.Theyhadknowneachotherforsometime.(Afteratalkwitheachotherforamoment)
ENS:
Bye!
CLE:
Waitamoment,please.Haveyouseenmyletter?
ENS:
…
CLE:
Theletter?
ENS:
What?
CLE:
Letter?
ENS:
IthinkI’velostit.
CLE:
Oh,youbreakmyheart!
ENS:
(embarrassed)What?
(Bothfeltembarrassed)
ThisexampleshowsthattheChineselearnerofEnglishwasnotawareoftheassociationbetween‘breakone’sheart’andloveaffairs,whichputbothoftheminanembarrassingsituation.
4.2Sociolinguisticfailure
4.2.1Culturalandvaluejudgments
Ininterculturalcommunication,beingunawareofeachother’srespectivesocialandculturaltradition,theinterlocutorsmayparticipateinthecommunicationwiththeirownculturalvaluesandusetheirownculturalsystemstointerpretthenewsituationstheyexperience.
Example3
Situation:
AnAmericanteacherwastalkingtoaChinesestudent.
ENS:
YourEnglishisexcellent.
CLE:
No,no!
MyEnglishisverypoor,anditisfarfrombeingperfect.
Intheexample,theChineselearnerusedpoliteandmodestexpressionsofacceptingacomplimentinChinese.S/hehadtransferredtheChineseappropriatepolitenessstrategyofself-denigrationtoEnglishasawayofshowingmodesty.ThiskindofresponsemaybeperceivedasembarrassingbecauseitimpliesthatthenativeEnglishspeaker’scomplimentisquestionable.
4.2.2Pragmaticfailureduetosocialfactors
Thomas(1983)pointsoutthatsociopragmaticjudgmentsconcernthesizeofimposition,cost/benefit,socialdistance,andrelativerightsandobligations.ChineselearnersofEnglishmaysometimesusespeechactrealizationstrategiesirrespectiveofsocialfactorssuchassocialstatus,degreeofimposition,andtimeandspacewhentheinteractiontakesplace.Thus,theymayappeartobebehavinginapragmaticallyinappropriatemanner.
Example4
Situation:
Chinesenon-EnglishmajorsophomoresaskedaprofessorintheUnitedStatestobuyandmailadictionaryforthem.Someoftheirrequestsareasfollows.
Iwantyoutobuythedictionary.
BuythedictionaryformeandIwillbehappy.
Youcanbuythedictionaryforme.
Iexpectthatyoucandeliverthedictionarytome.
Theexpressionsabovewereverydirect.Therewasagreatsocialdistancebetweenthestudentsandtheprofessor,andtheyhadnorighttoforcetheprofessortodoanythingforthem,butsomeenglishlearnersarefailedtochooseproperstrategiestosoftentheforceofthefacethreateningact.Thenon-target-likerequeststrategiesareindicativeofthelearners’pragmalinguisticincompetence,whichresultedintheirinappropriatesociopragmaticuse.
OtherPragmaticfailuremaybecausedbytabootopicsorinadequatecomprehensionofutterancesandsoon.
5.GeneralSourcesofPragmaticFailure
TheabovesectionhaspresentedsomeexamplesofpragmaticfailurethatChineselearnerscommittedininterculturalcommunication,andhasbrieflyanalyzedhowthesecasesofpragmaticfailurecameintobeing.Thissectionwillidentifyandsumupthreefactors
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