發(fā)布時(shí)間：2018-09-18 15:01

【摘要】：語(yǔ)境是語(yǔ)用學(xué)、語(yǔ)義學(xué)、語(yǔ)體學(xué)、修辭學(xué)和社會(huì)語(yǔ)言等學(xué)科中的一個(gè)基本和核心的概念。語(yǔ)境研究的發(fā)展也是歷史久遠(yuǎn)，經(jīng)歷了由傳統(tǒng)到認(rèn)知的轉(zhuǎn)變。傳統(tǒng)語(yǔ)境認(rèn)為語(yǔ)境是一組靜止的不變的、用以制約交際和話語(yǔ)理解的共有知識(shí)的集合，不會(huì)隨言語(yǔ)交際的發(fā)展而變化，忽視了交際雙方的構(gòu)建作用。塞爾認(rèn)為言語(yǔ)行為是言語(yǔ)交際的最小單位，同時(shí)需要借助于語(yǔ)境來(lái)理解言外之力。但是，傳統(tǒng)語(yǔ)境在言語(yǔ)交際中，尤其是對(duì)交際雙方話語(yǔ)的言外之力的理解上有很大的局限性。從認(rèn)知的角度看，傳統(tǒng)的語(yǔ)境研究忽略了交際主體的主觀能動(dòng)性，沒(méi)有將交際主體的心理因素和動(dòng)態(tài)的話語(yǔ)處理過(guò)程納入研究范圍。由于意義的產(chǎn)生是人的心理活動(dòng)的結(jié)果，所以撇開(kāi)人的主觀能動(dòng)作用討論語(yǔ)用意義是不能解釋主體如何生成語(yǔ)境或如何借助語(yǔ)境因素推導(dǎo)意義的。因此，語(yǔ)境研究逐漸轉(zhuǎn)向認(rèn)知語(yǔ)境研究。認(rèn)知語(yǔ)境觀從認(rèn)知的角度動(dòng)態(tài)的研究語(yǔ)境，解釋了話語(yǔ)意義的理解過(guò)程就是認(rèn)知主體對(duì)認(rèn)知語(yǔ)境假設(shè)不斷進(jìn)行推理的動(dòng)態(tài)過(guò)程。 指令性言語(yǔ)行為，作為言語(yǔ)行為的一個(gè)分支，在日常生活和社會(huì)交往中十分普遍。然而，人們經(jīng)常有話不直說(shuō)，要依靠語(yǔ)境才能理解說(shuō)話人的真正意圖。恰當(dāng)?shù)氖褂煤屠斫庵噶钚匝哉Z(yǔ)行為的語(yǔ)用意義能夠協(xié)調(diào)人際關(guān)系，成功地進(jìn)行交際。認(rèn)知語(yǔ)境在對(duì)解釋言語(yǔ)行為的言外之力上更具有說(shuō)服力，使人們?cè)诮浑H中依靠認(rèn)知語(yǔ)境來(lái)獲得言外之力，取得交際成功�；谝延械闹噶钚匝哉Z(yǔ)行位的研究，前人的研究多從跨文化、語(yǔ)義、語(yǔ)用的角度進(jìn)行分析。從認(rèn)知角度出發(fā)進(jìn)行研究的成果卻顯得干癟。本文嘗試以Sperber和Wilson的認(rèn)知語(yǔ)境和關(guān)聯(lián)理論為理論基礎(chǔ)，從認(rèn)知語(yǔ)用視角對(duì)指令性言語(yǔ)行為進(jìn)行語(yǔ)用意義研究。本文將通過(guò)定性的方法進(jìn)行研究，如實(shí)回答如下三個(gè)問(wèn)題：（1）語(yǔ)境研究的認(rèn)知轉(zhuǎn)向路徑是什么?（2）為什么在認(rèn)知語(yǔ)境的幫助下能更好地解釋指令性言語(yǔ)行為的言外之力？（3）在認(rèn)知語(yǔ)境視角下，指令性言語(yǔ)行為的語(yǔ)用意義是如何從聽(tīng)者和言者兩方面完成的？ 本文的研究目的是要說(shuō)明言外之力是話語(yǔ)的深層意義，產(chǎn)生于交際主體和客觀世界的互動(dòng)，，植根于使用者對(duì)世界的理解和信念。認(rèn)知語(yǔ)境是交際主體對(duì)客觀世界的心理認(rèn)知。因此，從認(rèn)知語(yǔ)境的角度出發(fā)，說(shuō)話者通過(guò)認(rèn)知語(yǔ)境能更準(zhǔn)確、適度的發(fā)出言外之力，聽(tīng)話者通過(guò)認(rèn)知語(yǔ)境能更準(zhǔn)確的理解言外之力，獲得語(yǔ)言行為的語(yǔ)用意義，也是說(shuō)話者的交際意圖。 全文共分五個(gè)部分。第一部分介紹研究的重要性、目的和全文的框架。第二部分為文獻(xiàn)綜述，分別概述了語(yǔ)境和言語(yǔ)行為研究的國(guó)內(nèi)外狀況，并總結(jié)了語(yǔ)用意義的研究現(xiàn)狀及指出目前言語(yǔ)交際中仍存在的問(wèn)題。第三部分是本文的主體之一，闡明了語(yǔ)境研究的認(rèn)知轉(zhuǎn)向。首先介紹了傳統(tǒng)語(yǔ)境的特點(diǎn)及在言語(yǔ)交際中的功能；接下來(lái)結(jié)合關(guān)聯(lián)理論介紹了認(rèn)知語(yǔ)境及其特點(diǎn)；然后說(shuō)明語(yǔ)境研究認(rèn)知轉(zhuǎn)向的路徑，體現(xiàn)出認(rèn)知語(yǔ)境在解釋言語(yǔ)行為的優(yōu)越性。第四部分分析了語(yǔ)境研究的認(rèn)知轉(zhuǎn)向?qū)χ噶钚匝哉Z(yǔ)行為語(yǔ)用意義的研究。首先闡述認(rèn)知語(yǔ)境對(duì)理解言外之力的功能。然后從說(shuō)話人和聽(tīng)話人的角度分析認(rèn)知語(yǔ)境視角下指令性言語(yǔ)行為的語(yǔ)用意義的表達(dá)及理解，以達(dá)到交際成功。第五部分是結(jié)論部分。
[Abstract]:Context is a basic and core concept in the fields of pragmatics, semantics, stylistics, rhetoric and sociolinguistics. Context studies have a long history and undergone a transformation from tradition to cognition. Searle holds that speech act is the smallest unit of verbal communication and needs context to understand the illocutionary force. However, traditional context has great limitations in verbal communication, especially in understanding the illocutionary force of the two parties. From the cognitive point of view, the traditional contextual study neglects the subjective initiative of the communicative subject and does not include the psychological factors and dynamic discourse processing of the communicative subject. Therefore, the study of context is gradually shifted to the study of cognitive context. Cognitive context studies context dynamically from a cognitive perspective, explaining that the process of understanding discourse meaning is a dynamic process in which cognitive subjects constantly infer the hypothesis of cognitive context.
As a branch of speech acts, instructional speech acts are very common in daily life and social intercourse. However, people often have to rely on context to understand the real intentions of the speaker. Cognitive context is more persuasive in explaining the illocutionary power of speech acts, making people rely on cognitive context to achieve illocutionary power in communication and achieve success in communication. Based on Sperber and Wilson's cognitive context and relevance theory, this paper attempts to study the pragmatic meaning of directive speech acts from a cognitive pragmatic perspective. What can better explain the illocutionary power of directive speech acts with the help of cognitive context? (3) How can the pragmatic meaning of directive speech acts be achieved from the listener and the speaker?
The purpose of this study is to illustrate that illocutionary force is the deep meaning of utterance, which originates from the interaction between the communicative subject and the objective world and is rooted in the user's understanding and belief of the world. Cognitive context is the psychological cognition of the communicative subject to the objective world. Appropriate illocutionary force enables the listener to understand the illocutionary force more accurately through cognitive context, and to acquire the pragmatic meaning of linguistic behavior, which is also the speaker's communicative intention.
The first part introduces the importance, purpose and framework of the study. The second part is a literature review, which summarizes the current situation of the study of context and speech act at home and abroad. Firstly, this paper expounds the cognitive turn of context study. Firstly, it introduces the characteristics of traditional context and its functions in verbal communication; secondly, it introduces cognitive context and its characteristics in combination with relevance theory; and then explains the path of cognitive turn of context study, reflecting the superiority of cognitive context in interpreting speech acts. The cognitive turn of context study is to study the pragmatic meaning of Directive Speech acts. Firstly, the function of cognitive context in understanding the illocutionary force is elaborated. Then, from the perspective of speaker and hearer, the expression and understanding of the pragmatic meaning of directive speech acts from the perspective of cognitive context are analyzed in order to achieve communication success.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H030

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

1 顧曰國(guó);John Searle的言語(yǔ)行為理論與心智哲學(xué)[J];國(guó)外語(yǔ)言學(xué);1994年02期

2 顧曰國(guó);John Searle的言語(yǔ)行為理論:評(píng)判與借鑒[J];國(guó)外語(yǔ)言學(xué);1994年03期

3 劉金玲;;傳統(tǒng)語(yǔ)境觀與認(rèn)知語(yǔ)境觀[J];科教文匯(中旬刊);2007年05期

4 郭林花;英語(yǔ)專業(yè)教師課堂指令性言語(yǔ)行為研究[J];山東外語(yǔ)教學(xué);2005年03期

5 周國(guó)輝;論認(rèn)知語(yǔ)境對(duì)漢英語(yǔ)多義性的解釋力[J];外語(yǔ)教學(xué);2005年02期

6 何兆熊;英語(yǔ)中的間接請(qǐng)求及其分類[J];外國(guó)語(yǔ)(上海外國(guó)語(yǔ)學(xué)院學(xué)報(bào));1988年04期

7 張輝,周平;轉(zhuǎn)喻與語(yǔ)用推理圖式[J];外國(guó)語(yǔ)(上海外國(guó)語(yǔ)大學(xué)學(xué)報(bào));2002年04期

8 張紹杰,王曉彤;“請(qǐng)求”言語(yǔ)行為的對(duì)比研究[J];現(xiàn)代外語(yǔ);1997年03期

本文編號(hào)：2248282