适切条件与二语语用习得研究  

Fecility Conditions and L2 Pragmatic Acquisition Studies

作　　者：黄玮莹[1] HUANG Wei-ying(School of Foreign Languages,East China University of Technology,Nanchang Jiangxi 330013,China)

机构地区：[1]东华理工大学外国语学院,江西南昌330013

出　　处：《湖北开放职业学院学报》2019年第6期131-133,144,共4页Journal of Hubei Open Vocational College

基　　金：2016年江西省高校人文社科项目"动态系统理论视域下的二语语用发展跟踪研究"(项目编号:YY162010);2016年江西省社会科学规划青年博士基金项目"二语语用发展动态系统研究"(项目编号:16BJ50);江西省教学改革项目"‘一带一路’背景下以国际化人才培养为导向的大学生跨文化语用能力培养模式研究"(项目编号:JXJG-18-6-7)

摘　　要：语言哲学家奥斯汀的言语行为理论中对施为行为的成功实施提出了一组适切条件。之后,塞尔将这些适切条件修改并完善。本文认为语用学中对适切条件的讨论对语用习得研究有重要参考价值。适切条件的内涵对语用习得的内容与过程研究有重要指导意义。另外,适切条件可提供对学习者的施为行为进行评估的一个分析框架,即满足适切条件的施为行为才是符合社会语用规范且正确而完整得以实施的行为,反之,则可以视为语用失误。本文从适切条件的内容出发,探讨其内容对二语语用习得研究的启发。J. L. Austin postulates a set of fecility conditions for happy performatives,which is further explored by his student Searl. It is argued in this paper that the discussion of fecility conditions provides profound insights into studies of L2 pragmatic acquisition. Fecility conditions have important implications for the study of what and how to learn in L2 pragmatics. Furthermore, the set of fecility conditions can serve as a framework to analyze the appropriateness of L2 learners’performatives: those that fit the conditions are successful performatives and those that do not are pragmatic failures. This paper presents a discussion of fecility conditions and its implication for studies of L2 pragmatic acquisition.

关 键 词：适切条件 施为行为 二语语用习得 语用失误 

分 类 号：G642[文化科学—高等教育学]