中英语用差异和语用失误分析
|
摘要
随着社会的进步和发展,世界各国、各民族之间的交流合作日益增强。外语作为交际工具,在现代社会生活中发挥着重要作用。为了顺利地实现交际目的,操外语者不仅要具备牢固的外语语言知识,更要具备外语语用能力。很显然,英语教师的职责是培养学生用英语进行交际的能力,并将其作为英语教学的目标。但是中国的英语教学,长期以来一直受结构主义语言观的影响,对语用没给予充分重视,把语用失误简单地归咎于语言知识不足。很多学生能说一口流利的英语,但由于对语用的忽视,英语总是不得体。
跨文化语用失误是近年来语用学和跨文化交际学研究的热点问题。1983年英国语言学家詹尼·托马斯首次提出语用失误这一概念。托马斯认为语用失误是“不能理解话语的含义”,语用失误的产生是因为听话人所感知的话语意义与说话人认为应该被听话人所感知的意义不同,其危害性在于会引起操本族语者与外语学习者之间的误会,以致原本顺利的交际被破坏,和谐的人际关系变得紧张。跨文化语用失误的研究对外语教学和提高外语学习者的语用能力和跨文化交际能力都具有重要意义。
本论文以言语行为理论,会话原则,礼貌原则作为理论框架,在回顾了国内外语用失误研究有关的文献的基础上,采用了一种定量和定性相结合的方法,从词汇、句法、语篇、言语行为等层面上对语用失误进行了分析和解释。然后本文从文化不同、不恰当的教学、心理因素和民族中心主义等不同角度分析了跨文化语用失误的原因。作者通过对高中一年级,大学一年级和研究生一年级学生语用能力的问卷调查,验证了语言能力强的语言学习者拥有较强的语用能力,但同时也证明了当前学生的语用能力仍然是相当欠缺的,存在着较严重的问题。最后本文给出了减少和避免语用失误的策略,以便能促进不同文化的人们顺利地进行跨文化交际。
With the development of science and technology, the communication and cooperation between nations becomes more and more frequent. English, as a global language, is playing an indispensable role in the modern society. In order to accomplish communication, English speakers need not only the basic knowledge of English language, but pragmatic competence. Obviously, the duty of the English teachers is to cultivate the students’communicative competence and regard it as the aim of English teaching. But English teaching in china, under the influence of structuralism in the past, paid less attention to pragmatic teaching and attribute pragmatic errors to insufficient knowledge of English language. Therefore, many English learners often spoke a fluent but inappropriate English because of pragmatic failure.
Pragmatic failure is an academically hot issue in pragmatic and inter-cultural study at home and abroad. Pragmatic failure was first proposed by Thomas in 1983 to refer to the inability to understand what is meant by what is said. She thought pragmatic failures occur because the meaning the speaker wanted the hearer to understand deviates from what the hearer really understands. Pragmatic failures are harmful since they tend to cause misunderstanding even hatred between native speakers and Chinese learners, as a result, smooth communication is undermined and harmonious interpersonal relationship become tense. Research in this area is of significance for building up foreign language teaching and foreign language learners’pragmatic competence and competence of intercultural communication.
The thesis takes Speech Act Theory, Principles of Conversation and Politeness Principle as theoretical framework and summarizes the literature concerning the research of pragmatic failure both at home and abroad, investigates what aspects the pragmatic differences and failures embody. By way of quantitative analysis and qualitative research, the author carried out a questionnaire test among three groups: freshmen and graduate students in university and high school students of Grade One, to prove that students’pragmatic competence is in parallel with their language proficiency. However, the data collected in this research shows that the pragmatic competence of the language learners is far from satisfactory. Then the dissertation analyzes the causes of pragmatic failures from different perspectives of different cultural connotation, improper teaching, psychological source and ethnocentrism. At last some strategies are given to reduce and avoid pragmatic failures in order to facilitate people from different cultures to communicate successfully in intercultural communication.
跨文化语用失误是近年来语用学和跨文化交际学研究的热点问题。1983年英国语言学家詹尼·托马斯首次提出语用失误这一概念。托马斯认为语用失误是“不能理解话语的含义”,语用失误的产生是因为听话人所感知的话语意义与说话人认为应该被听话人所感知的意义不同,其危害性在于会引起操本族语者与外语学习者之间的误会,以致原本顺利的交际被破坏,和谐的人际关系变得紧张。跨文化语用失误的研究对外语教学和提高外语学习者的语用能力和跨文化交际能力都具有重要意义。
本论文以言语行为理论,会话原则,礼貌原则作为理论框架,在回顾了国内外语用失误研究有关的文献的基础上,采用了一种定量和定性相结合的方法,从词汇、句法、语篇、言语行为等层面上对语用失误进行了分析和解释。然后本文从文化不同、不恰当的教学、心理因素和民族中心主义等不同角度分析了跨文化语用失误的原因。作者通过对高中一年级,大学一年级和研究生一年级学生语用能力的问卷调查,验证了语言能力强的语言学习者拥有较强的语用能力,但同时也证明了当前学生的语用能力仍然是相当欠缺的,存在着较严重的问题。最后本文给出了减少和避免语用失误的策略,以便能促进不同文化的人们顺利地进行跨文化交际。
With the development of science and technology, the communication and cooperation between nations becomes more and more frequent. English, as a global language, is playing an indispensable role in the modern society. In order to accomplish communication, English speakers need not only the basic knowledge of English language, but pragmatic competence. Obviously, the duty of the English teachers is to cultivate the students’communicative competence and regard it as the aim of English teaching. But English teaching in china, under the influence of structuralism in the past, paid less attention to pragmatic teaching and attribute pragmatic errors to insufficient knowledge of English language. Therefore, many English learners often spoke a fluent but inappropriate English because of pragmatic failure.
Pragmatic failure is an academically hot issue in pragmatic and inter-cultural study at home and abroad. Pragmatic failure was first proposed by Thomas in 1983 to refer to the inability to understand what is meant by what is said. She thought pragmatic failures occur because the meaning the speaker wanted the hearer to understand deviates from what the hearer really understands. Pragmatic failures are harmful since they tend to cause misunderstanding even hatred between native speakers and Chinese learners, as a result, smooth communication is undermined and harmonious interpersonal relationship become tense. Research in this area is of significance for building up foreign language teaching and foreign language learners’pragmatic competence and competence of intercultural communication.
The thesis takes Speech Act Theory, Principles of Conversation and Politeness Principle as theoretical framework and summarizes the literature concerning the research of pragmatic failure both at home and abroad, investigates what aspects the pragmatic differences and failures embody. By way of quantitative analysis and qualitative research, the author carried out a questionnaire test among three groups: freshmen and graduate students in university and high school students of Grade One, to prove that students’pragmatic competence is in parallel with their language proficiency. However, the data collected in this research shows that the pragmatic competence of the language learners is far from satisfactory. Then the dissertation analyzes the causes of pragmatic failures from different perspectives of different cultural connotation, improper teaching, psychological source and ethnocentrism. At last some strategies are given to reduce and avoid pragmatic failures in order to facilitate people from different cultures to communicate successfully in intercultural communication.
引文
[1]洪岗.英语语用能力调查及对外语教学的启示[J].外语教学及研究,1991,4:56-60.
[2]邓炎昌,刘润清.语言与文化-英汉语言文化对比[M].北京:外语教学与研究出版社,1989:6-8.
[3]何兆熊.语用学文献选读[G].上海外语教育出版,2001:645-677.
[4]何自然.语用学概论[M].长沙:湖南教育出版社,1997:205-206.
[5]孙亚.从认知角度看语用失误[N].四川外院学报,2001,6(1):59-61.
[6] LEECH G.Principles of Pragmatics [M].London:Longman,1983.
[7]胡文仲.文化与交际[G].北京:外语教学与研究出版社,1994.
[8]魏本力.谈语用失误的测试及其文化阐释[N].烟台大学学报,2001,3(1):67-70.
[9]胡文仲.不同文化之间的交际与英语教学[J].外语教学与研究,1985,4(2):12.
[10] YULE G.Pragmatics[M].London:OUP:1996:6.
[11] GAO,GE,TING-TOOMEY S.Communication Effectively with the Chinese [M].New Delhi:Sage publications India pat.Ltd,1998:73.
[12] FRASER B.An approach to conducting research on the acquisition of pragmatic competence in a second language[M].In Discourse Analysis in Second Language Research.ed.D.L.Freeman.Rowley,Mass: Newbury House,1980:78.
[13] KASPER G , BLUM-KULKA S , eds . Interlanguage Pragmatic [M].Oxford:OUP.1993:12.
[14] HAVERKATE H . Toward a typology of politeness strategies in communicative interaction[J].Multilingua,1988, 7:385-409.
[15] BROWN P,LEVINSON S.Universals in Language Usage:Politeness Phenomena[M] . In Questions and Politeness : Strategies in Social Interaction.Cambridge::Cambridge University Press,1978:2.
[16] GU Yueguo.Politeness Phenomenon in Modern Chinese [J].Journal of Pragmatics,1990,14(2):57.
[17] LEVINSON S C.Pragmatics [M].Cambridge:Cambridge University Press,1983.
[18] GUMPERZ J . Discourse Strategies[M] . New York : Cambridge University Press,1982.
[19] THOMAS J.Cross-cultural Pragmatic failure [J].Applied Linguistics, 1983,4(2):91-109.
[20]孟宏党.跨文化语用失误与英语教学[N].山东师大外国语学院学报, 2001,3(2):11-15.
[21] WOLFSON N.Perspectives: Sociolinguistics and TESOL [M].New York:Newbury House,1989:38.
[22]黄次栋.语用学与语用错误[J].外国语,1984,1:13-18.
[23]王海英.跨文化交际语用失误及英语教学研究[J].外语界,2001:14.
[24]戴炜栋,张红玲.外语交际中的文化迁移及其对外语教改的启示[J].外语界,2002,2:10.
[25] NUNAN D . Designing Tasks for the Communicative Classroom [M].Cambridge:Cambridge University Press,1989:3.
[26] ELLIS R.The study Shanghai Foreign Language of Second Language Acquisition[M] . Shanghai : Shanghai Foreign Language Education Press,1999:187.
[27] ROKEACH M.The Nature of Human Values [M].New York:Free Press,1973:161.
[28] BROGGER F . Culture , Language , Text[M] . Oxford : Oxford University Press,1992:49.
[29] TICKOO M . In Search of Appropriateness in EFL [J] . Teaching Materials.RELG Journal,1988,19:2.
[30] SAMOVAR L A,PORTER R E,STEFANI L A.Communication Between Cultures [M] . Beijing : Foreign Language Teaching and Research Press,2000:46.
[31] JIANG W Z.Exploration of the Relationship between Culture and Language [J].Teaching English in China, ,1999,10(1):37-41.
[32] ALBERT E.“Value System.”in The International Encyclopedia of the Social Sciences [J].New York: Macmillan,1968,9(16):32.
[33] ADLER N J . International Dimensions of Organizational Behavior [M].Boston::PWSKENT,1991:30.
[34] DAVIS L.Doing Culture—Cross-Cultural Communication in Action [M].Beijing:Foreign Language Teaching and Research Press,2001:34.
[35] STEWART E C,BENNETT M J.American Cultural Patterns: A Cross-Cultural Perspective[M].Yarmouth,ME:Intercultural Press,1991:161.
[36] STERN H N.Issues and Options in Language Teaching.Allen P& Harley B (eds) [C].Shanghai: Shanghai Foreign Language Education Press,1999:21-22.
[37] ROBINETT B W.Teaching English to Speakers of Other Languages [M].Minneapolis:University of Minnesota press,1983:198.
[38] UNDERWOOD M.Teaching Listening [J].London,New York: Longman,1989:22.
[39] RIVERS W M.Teaching Foreign Language Skills [M].Chicago: University of Chicago Press,1981:326.
[40] NOLACSO R , ARTHUR L . Large Classes . M . Vincent(ed) [C].London:Macmillan Publisher Ltd,1998:3.
[41] HANVEY R.Cross-Cultural Awareness[M].In Smith E.C. and L.F. Luce eds . Toward Internationalism : Reading in Cross-Cultural Communication.Newbury House,1979:53.
[42] BYRAM M . Foreign language education and cultural studies [J].Language,Culture,and Curriculum,1988,1(1).
[43] AUSTIN J L.How to do things with words [M] .Oxford:the Clare done press,1962.
[44]洪岗.跨文化语用学语料收集方法研究[M] .北京:外语教学与研究出版社,2005:16-33.
[45]何兆熊.语用学文献选读[G].上海外语教育出版,2001:645-677.
[2]邓炎昌,刘润清.语言与文化-英汉语言文化对比[M].北京:外语教学与研究出版社,1989:6-8.
[3]何兆熊.语用学文献选读[G].上海外语教育出版,2001:645-677.
[4]何自然.语用学概论[M].长沙:湖南教育出版社,1997:205-206.
[5]孙亚.从认知角度看语用失误[N].四川外院学报,2001,6(1):59-61.
[6] LEECH G.Principles of Pragmatics [M].London:Longman,1983.
[7]胡文仲.文化与交际[G].北京:外语教学与研究出版社,1994.
[8]魏本力.谈语用失误的测试及其文化阐释[N].烟台大学学报,2001,3(1):67-70.
[9]胡文仲.不同文化之间的交际与英语教学[J].外语教学与研究,1985,4(2):12.
[10] YULE G.Pragmatics[M].London:OUP:1996:6.
[11] GAO,GE,TING-TOOMEY S.Communication Effectively with the Chinese [M].New Delhi:Sage publications India pat.Ltd,1998:73.
[12] FRASER B.An approach to conducting research on the acquisition of pragmatic competence in a second language[M].In Discourse Analysis in Second Language Research.ed.D.L.Freeman.Rowley,Mass: Newbury House,1980:78.
[13] KASPER G , BLUM-KULKA S , eds . Interlanguage Pragmatic [M].Oxford:OUP.1993:12.
[14] HAVERKATE H . Toward a typology of politeness strategies in communicative interaction[J].Multilingua,1988, 7:385-409.
[15] BROWN P,LEVINSON S.Universals in Language Usage:Politeness Phenomena[M] . In Questions and Politeness : Strategies in Social Interaction.Cambridge::Cambridge University Press,1978:2.
[16] GU Yueguo.Politeness Phenomenon in Modern Chinese [J].Journal of Pragmatics,1990,14(2):57.
[17] LEVINSON S C.Pragmatics [M].Cambridge:Cambridge University Press,1983.
[18] GUMPERZ J . Discourse Strategies[M] . New York : Cambridge University Press,1982.
[19] THOMAS J.Cross-cultural Pragmatic failure [J].Applied Linguistics, 1983,4(2):91-109.
[20]孟宏党.跨文化语用失误与英语教学[N].山东师大外国语学院学报, 2001,3(2):11-15.
[21] WOLFSON N.Perspectives: Sociolinguistics and TESOL [M].New York:Newbury House,1989:38.
[22]黄次栋.语用学与语用错误[J].外国语,1984,1:13-18.
[23]王海英.跨文化交际语用失误及英语教学研究[J].外语界,2001:14.
[24]戴炜栋,张红玲.外语交际中的文化迁移及其对外语教改的启示[J].外语界,2002,2:10.
[25] NUNAN D . Designing Tasks for the Communicative Classroom [M].Cambridge:Cambridge University Press,1989:3.
[26] ELLIS R.The study Shanghai Foreign Language of Second Language Acquisition[M] . Shanghai : Shanghai Foreign Language Education Press,1999:187.
[27] ROKEACH M.The Nature of Human Values [M].New York:Free Press,1973:161.
[28] BROGGER F . Culture , Language , Text[M] . Oxford : Oxford University Press,1992:49.
[29] TICKOO M . In Search of Appropriateness in EFL [J] . Teaching Materials.RELG Journal,1988,19:2.
[30] SAMOVAR L A,PORTER R E,STEFANI L A.Communication Between Cultures [M] . Beijing : Foreign Language Teaching and Research Press,2000:46.
[31] JIANG W Z.Exploration of the Relationship between Culture and Language [J].Teaching English in China, ,1999,10(1):37-41.
[32] ALBERT E.“Value System.”in The International Encyclopedia of the Social Sciences [J].New York: Macmillan,1968,9(16):32.
[33] ADLER N J . International Dimensions of Organizational Behavior [M].Boston::PWSKENT,1991:30.
[34] DAVIS L.Doing Culture—Cross-Cultural Communication in Action [M].Beijing:Foreign Language Teaching and Research Press,2001:34.
[35] STEWART E C,BENNETT M J.American Cultural Patterns: A Cross-Cultural Perspective[M].Yarmouth,ME:Intercultural Press,1991:161.
[36] STERN H N.Issues and Options in Language Teaching.Allen P& Harley B (eds) [C].Shanghai: Shanghai Foreign Language Education Press,1999:21-22.
[37] ROBINETT B W.Teaching English to Speakers of Other Languages [M].Minneapolis:University of Minnesota press,1983:198.
[38] UNDERWOOD M.Teaching Listening [J].London,New York: Longman,1989:22.
[39] RIVERS W M.Teaching Foreign Language Skills [M].Chicago: University of Chicago Press,1981:326.
[40] NOLACSO R , ARTHUR L . Large Classes . M . Vincent(ed) [C].London:Macmillan Publisher Ltd,1998:3.
[41] HANVEY R.Cross-Cultural Awareness[M].In Smith E.C. and L.F. Luce eds . Toward Internationalism : Reading in Cross-Cultural Communication.Newbury House,1979:53.
[42] BYRAM M . Foreign language education and cultural studies [J].Language,Culture,and Curriculum,1988,1(1).
[43] AUSTIN J L.How to do things with words [M] .Oxford:the Clare done press,1962.
[44]洪岗.跨文化语用学语料收集方法研究[M] .北京:外语教学与研究出版社,2005:16-33.
[45]何兆熊.语用学文献选读[G].上海外语教育出版,2001:645-677.