英语专业学生习得会话增量语用功能研究  

Chinese English Majors’ Acquisition of the Pragmatic Functions of Conversational Incrementing

作　　者：李民[1] 陈新仁[2] 

机构地区：[1]江苏大学外国语学院,江苏镇江212013 [2]南京大学外国语学院,江苏南京210093

出　　处：《外语教学》2013年第1期69-72,共4页Foreign Language Education

基　　金：南京大学人文社会科学985工程三期改革型项目"当代西方语言学前沿理论研究与应用探索"的阶段性研究成果;教育部人文社会科学基金项目"基于学术语篇语料库的中国英语学习者语用能力研究"(项目编号:12YJC740047);江苏省社会科学基金项目"英语学术语用能力研究"(项目编号:11YYC012);江苏大学高级人才基金(项目编号:10JDG158)资助

摘　　要：本文通过与英语本族语者对比,调查分析了中国英语专业学生习得会话增量语用功能的情况。结果显示,中国英语专业学生对会话增量的总体使用频次显著高于英语本族语者;就宏观语用功能而言,中国英语专业学生使用会话增量调整命题内容的频率较高,而使用会话增量调节话语人际意义的频率显著较低;就具体功能而言,中国学生比英语本族语者更频繁地使用会话增量阐释命题内容、明确指称、缓和面子威胁和提供话头,较少限定命题内容、突显说话人态度、填补应对空白等。The study explores how Chinese English majors employ the pragmatic functions of conversational incrementing as opposed to native speakers of English. It is found that Chinese learners conduct conversational incrementing with significantly greater frequency. As for the specific pragmatic functions, Chinese English majors adjust the propositions of the previous utter- mace more often than native English speakers, but significantly underuse incrementing to adjust the interpersonal meanings of their previous utterance. To be specific, Chinese English majors further clarify the proposition, delimit the referent, mitigate face-threatening acts and provide conversational feeders much more frequently than native speakers, but they seldom delimit the propositional content, highlight their attitudes and fill their conversational gaps by implementing conversational incrementing.

关 键 词：会话增量 语用功能 英语专业学生 

分 类 号：H319[语言文字—英语]