【摘要】：在日語會話中，經�？梢钥吹揭允÷苑绞匠尸F的句尾表達，這對不同文化背景的外國日語學習者來說，較難理解和掌握。因此，本文在繼承先行研究成果的基礎上，通過大量文本實例分析，從語用學的角度對日語句末省略現象進行了探討。 通過調查，得到以下幾點結論： （1）在以口語為主的相關文本中，，句末省略表達在以劇本、小說為代表的文學類作品會話部分被大量使用，而且，主要以斷言行為、指令行為、表態(tài)行為這三類最為常見。而在日記、書信、報道等實用性文章中則相對使用得比較少，這大概和實用性文章的特點有關。 （2）從言語行為理論的角度看，調查顯示：日語句末省略體現了陳述、說明、傳聞、應答、介紹、提問、要求、命令、許可、建議、約定、決定、感謝、道歉、不滿、遺憾、寒暄、拒絕、贊美、意外、愿望等21種言語行為。其中，宣告類行為是指通過宣言使外部世界發(fā)生改變，它包括任命、提名等等，這次調查未發(fā)現宣告類的句末省略表達，有待今后的考察。 （3）通過考察日語句末省略表達和合作原則的關系，可以發(fā)現句末省略表達既存在遵守合作原則各準則的情況，也存在違反各準則的情況。遵守合作原則，能保證會話直接、高效率地進行；反之，說話人通過句末省略這種表達方式，故意違反合作原則，讓聽話人根據語境，推導出說話人的真實意圖，能更好地維護雙方的人際關系。 （4）利用布朗和列文森的“面子保全論”考察句末省略表達，可以發(fā)現句末省略表達體現了五種禮貌策略：①直接性策略；②正面禮貌策略；③負面禮貌策略；④間接性策略；⑤放棄實施威脅面子的行為。其中，直接性策略和間接性策略數量較多。 （5）由以上探討所得：日語學習者首先要了解日本人的語言意識和心理，才能更好地理解句末省略這種表達方式。另一方面，教師也應積極改善會話教育的方法，使學習者更好地掌握和運用這種語言表達方式。 如此，本論文雖然通過大量文本實例分析，從語用學的角度對日語句末省略現象進行了探討和總結，似乎對以“培養(yǎng)異文化交際能力”為目標的日語語言教學有一定幫助，但在探討的同時，仍覺得有些地方意猶未盡，顯然是因為自身現有水平的局限，于是只好憾作未盡課題，留待日后繼續(xù)探討。
[Abstract]:In Japanese conversation, ellipsis is often seen in the end of sentences, which is difficult for foreign Japanese learners with different cultural backgrounds to understand and master. Therefore, on the basis of inheriting the previous research results, this paper discusses the phenomenon of Japanese sentence end ellipsis from the perspective of pragmatics by analyzing a large number of text examples. Through the investigation, the following conclusions are drawn: (1) in the related texts, the final ellipsis is widely used in literary works, such as script and novel, and mainly in assertive behavior. Command behavior, statement behavior these three kinds of most common. However, there are relatively few practical articles, such as diary, letter and report, which may be related to the characteristics of practical articles. (2) from the point of view of speech act theory, the investigation shows that the Japanese sentence ellipsis reflects the statement. Description, hearsay, reply, introduction, question, request, order, permission, suggestion, agreement, decision, thanks, apology, dissatisfaction, regret, pleasantries, refusal, praise, accident, wish, etc. Among them, declaratory behavior refers to the change in the outside world through declarations. It includes appointments, nominations, and so on. The survey did not find any omissions at the end of the sentence of the declaratory class. (3) by examining the relationship between the last ellipsis of Japanese sentence and the cooperative principle, we can find that the ellipsis of the last sentence not only obeys the principles of cooperation, but also violates them. Observing the principle of cooperation can ensure that the conversation is carried out directly and efficiently; conversely, the speaker omits the expression at the end of the sentence, deliberately violates the principle of cooperation, and allows the hearer to deduce the real intention of the speaker according to the context. (4) using Brown's and Levinson's "face saving theory" to examine the ellipsis at the end of sentence, we can find that the ellipsis at the end of sentence embodies five politeness tactics: 1 directness; (2) positive politeness strategy / (3) negative politeness strategy / (4) indirect politeness strategy / (5) giving up face-threatening behavior. Among them, there are many direct and indirect strategies. (5) from the above study, Japanese learners must first understand the Japanese language awareness and psychology, in order to better understand the expression of sentence ellipsis. On the other hand, teachers should actively improve conversational education methods so that learners can master and use the language better. Therefore, although this thesis, through the analysis of a large number of text examples, discusses and summarizes the phenomenon of Japanese sentence ellipsis from the perspective of pragmatics, it seems to be helpful to the teaching of Japanese language with the aim of "cultivating the communicative competence of different cultures". However, at the same time, we still feel that some areas are still unfinished, obviously because of the limitations of their own current level, so we have to regret that we have not finished the subject and leave it for further discussion in the future.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H36

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本文編號：2204022