多模态视角下二语语用道歉行为研究  

A multimodal study of apologies in L2 pragmatics

作　　者：裴晓宇 杨连瑞[1] 闫海娟[1] Pei Xiaoyu;Yang Lianrui;Yan Haijuan

机构地区：[1]中国海洋大学外国语学院,山东青岛266100

出　　处：《外语教学》2020年第4期12-17,共6页Foreign Language Education

基　　金：国家社科基金重点项目“中国英语学习者二语语用能力发展研究”(项目编号:17AYY023);山东省社会科学规划研究项目“多模态视角下中国学生英语二语道歉行为发展研究”(项目编号:19CWZJ53)的阶段性研究成果。

摘　　要：二语语用能力是二语学习者在社会环境中进行恰当交流的能力,而交流则涉及不同模态的相互作用。在道歉言语行为研究中引入多模态分析,是以新的研究范式重新审视语用学经典研究课题,可拓宽其研究视角并更加清晰地揭示语言以及其他模态在话语意义构建过程中所扮演的角色。本研究采用多模态互动分析方法,通过角色扮演任务对两名中国英语学习者与两名津巴布韦英语学习者在面对面互动交流中的道歉行为表现进行多模态分析,并绘制雷达图直观展现两组参与者的手势、头部动作、凝视、面部表情、姿势与口语六种不同模态资源的模态密度异同情况。研究发现,四名参与者在交际互动过程中凝视模态强度较高,口语模态并不完全占据所有道歉序列结构的中心地位。中国英语学习者与津巴布韦英语学习者各模态强度分别在解释策略与转移话题策略中达到最高值,表明他们对不同道歉策略的重视。相比之下中国英语学习者模态复杂度略低,表明他们未进行较复杂的行动,但仍协同使用言语与非言语模态共建会话。L2 pragmatic competence refers to L2 learners’ability to communicate properly in the social environment,and communication involves the interplay of various modes.The introduction of multimodal analysis into apology speech act is a new resear-ch paradigm to reexamine the classical research topic of pragmatics,which can broaden the research perspective and reveal the role of language and other modes played during the process of discourse meaning construction.The method of multimodal interaction analysis is adopted in this study to analyze the apologies of two Chinese English learners and two Zimbabwean English learners in face-to-face interaction through the role-play task.The radarcharts are chawn to intuitively show the similarities and differences of the modal density of six different modal resources used by the two groups of participants,including gestures,head movements,gaze,facial expressions,postures and spoken language.The results indicate that four participants have a high modal intensity of gaze.Spoken language does not play a central role in all the moves in which the apologies are constructed.The modal intensity of Chinese English learners and Zimbabwean English learners reach the highest in the strategy of explaining reasons and transferring topics respectively,indicating that they attach importance to different apology strategies.Compared with Zimbabwean English learners,the modal complexity of Chinese English learners is slightly lower,showing that they do not carry out complicated actions,but they still coordinate spoken language with non-verbal resources to co-construct conversations.

关 键 词：二语语用 道歉行为 模态密度 模态强度 模态复杂度 

分 类 号：H319[语言文字—英语]