汉语会话中的分类行为及相关理论意义和语言教学应用  

Categorizing activities in Mandarin conversation and some theoretical and language pedagogical implications

作　　者：陶红印 Hongyin Tao

机构地区：[1]美国洛杉矶加州大学

出　　处：《语言教学与研究》2020年第1期11-22,共12页Language Teaching and Linguistic Studies

基　　金：洛杉矶加州大学教师科研基金“汉语互动语言学”研究项目(Academic Senate Faculty Research Grant 2019-2020)

摘　　要：本文讨论汉语会话中的"分类"话语行为。"分类"行为包括明确或隐晦地将人或事物划分为不同类别的谈话活动。会话中的分类活动有比较系统的言语表达形式,内容上大致可分为三类:客观描述、主观分类和主客观混合分类。分类活动常常不单是说话人的个人行为,而是受制于多种互动因素。从互动功能上看,说话人常常不是为了分类而分类,而是利用分类这种手段表明自己的主观意愿或立场,达到与听话人的交互主观性。本文最后讨论了研究分类现象对于我们重新认识语言单位及其本质的理论意义及在汉语语言教学中的可能应用。As a further analysis of Mandarin data on the basis of Mayes&Tao(2019),this paper deals with categorizing activities,defined as tacit or overt actions dealing with classifying people or objects into types where such types are often elaborated or contrasted in conversation in direct or indirect ways.It is shown that categorization has consistent formal markings and tends to cut across multiple speaker turns.Contents of categorizing activities can manifest as objective,subjective,or mixed of the two.However,categorizing activities are often found to be ad hoc,interactively achieved,and are deployed to accomplish a variety of intersubjective goals,including projecting a stance,responding with an affiliative stance,or for winning-over the other party in argumentation.Some implications of categorizing activities on the nature of language units and function as well as application models in language teaching are also discussed.

关 键 词：分类 语言单位 指称论 交互主观性 临时范畴 汉语篇章教学 

分 类 号：H136[语言文字—汉语] H195.3