本文選題：指令言語行為 + 分類�。� 參考：《北京外國語大學(xué)》2017年碩士論文

【摘要】：言語行為理論是語用學(xué)的重要理論之一。相比于西方學(xué)者,俄羅斯學(xué)者對(duì)俄語言語行為的語言特征研究具有自己獨(dú)特的方法和角度。雖然對(duì)于指令言語行為的界定俄羅斯學(xué)術(shù)界己基本達(dá)成共識(shí),但是對(duì)于指令言語行為的分類及其標(biāo)準(zhǔn)卻莫衷一是。俄羅斯研究過指令言語行為分類及其標(biāo)準(zhǔn)的學(xué)者有(?)(?)(?)等。大多數(shù)俄羅斯學(xué)者將指令言語行為劃分為三大類:命令言語行為、建議言語行為和請(qǐng)求言語行為。但是由于所采用的標(biāo)準(zhǔn)存在分歧,在具體某個(gè)言語行為的歸類,主要言語行為亞類的劃分、以及其它類型指令言語行為的存在(有學(xué)者劃分了三類以上指令言語行為)等問題上眾說紛紜。因此確定各類言語行為的特征、制定分類標(biāo)準(zhǔn)具有很大的現(xiàn)實(shí)意義。確定更加實(shí)用的分類標(biāo)準(zhǔn)不僅有助于更加系統(tǒng)、精確地對(duì)各類言語行為及其亞類進(jìn)行定義和分類、而且在現(xiàn)實(shí)生活中的言語交際中對(duì)聽話人正確判定說話人的指令言語類型、作出正確回應(yīng),以及對(duì)說話人根據(jù)自身意圖需要、正確實(shí)施指令言語行為具有一定的指導(dǎo)意義。本論文旨在分析、確定各類指令言語行為的語用特征,為指令言語行為的劃分和交際中指令言語行為類別的鑒別提供標(biāo)準(zhǔn)和依據(jù)。為此作者在本論文中主要需要解決以下問題:依據(jù)言語行為理論的基本概念和言語行為的分類,理清指令言語行為的基本特征、層次、組成和本質(zhì),分析俄羅斯(蘇聯(lián))學(xué)者對(duì)指令言語行為的分類及其分類標(biāo)準(zhǔn)指出其不足之處,提出本論文確定指令言語行為分類的主要特征。論文選取俄語文學(xué)作品或日常生活用語中的指令言語行為作為觀察對(duì)象。對(duì)于例句、對(duì)話的分析采用了語用分析的方法;此外,為確定指令言語行為的語義內(nèi)容和語用內(nèi)涵,本文還采用了詞匯詞義分析法和語法分析法。本論文的研究價(jià)值在于,傳統(tǒng)學(xué)者研究的視角都是從說話人、聽話人和指令內(nèi)容((?))之間實(shí)際存在的關(guān)系入手,分析指令言語行為的語用特征,忽略了指令言語行為最為關(guān)鍵的方面—言語行為本身語力的特征。本文正是從指令言語行為的語力特征—指令意圖的語力表達(dá)手段入手,確定各類指令言語行為的區(qū)別特征。本論文主要包括前言、第一章、第二章、第三章、結(jié)論以及參考文獻(xiàn)。前言主要介紹了本文的研究的對(duì)象和任務(wù)、研究的現(xiàn)實(shí)意義和理論實(shí)用價(jià)值、研究的創(chuàng)新之處、研究方法以及論文的結(jié)構(gòu)布局。第一章為本文的理論基礎(chǔ)。主要介紹言語行的基本概念、經(jīng)典言語行為理論(奧斯汀、塞爾)以及各國學(xué)者對(duì)言語行為的分類。第二章主要確定本文研究對(duì)象以及研究現(xiàn)狀。主要包括指令言語行為的定義、其主要特征和結(jié)構(gòu)的簡述、指令言語行為分類的研究(主要為俄羅斯學(xué)者,提及了塞爾、歐美以我國指令言語行為分類的研究)、詳細(xì)介紹了具有代表性的幾種言語行為分類方法和標(biāo)準(zhǔn)。結(jié)尾總結(jié)了學(xué)者對(duì)言語行為的分類及其指定的分類特征的特點(diǎn)。第三章主要分析俄羅斯學(xué)者提出的分類標(biāo)準(zhǔn)的不足。在其分類經(jīng)驗(yàn)的基礎(chǔ)上,我們制定了確定各類指令言語行為語用區(qū)別特征的方法步驟。首先簡要總結(jié)了前人研究的影響指令言語行為選擇的各種因素,然后根據(jù)這些因素總結(jié)了其背后的本質(zhì)因素-說話人和聽話人的物質(zhì)生理需求、情感需求、社會(huì)需求和價(jià)值觀需求。在這些本質(zhì)因素的基礎(chǔ)上,我們引入了 C1和C2概念(指令內(nèi)容的完成符合說話人和聽話人主要需求的程度)。最后我們根據(jù)說話人發(fā)出指令言語行為時(shí)表達(dá)的語力特征與C1、C2的對(duì)應(yīng)關(guān)系-高C1(即指令內(nèi)容對(duì)說話人主要需求的符合度較高)存在的顯著度和高C2存在的確定度。為了簡單描述這兩個(gè)概念,我們引入兩個(gè)術(shù)語—說話人的"能愿度"和指令的"強(qiáng)制度"。最后我們總結(jié)了我們分析得出的各個(gè)結(jié)論。
[Abstract]:The theory of speech act is one of the important theories of pragmatics. Compared with western scholars, Russian scholars have their own unique methods and angles on the study of the linguistic features of Russian language behavior. Although the Russian academic circle has basically reached consensus on the definition of instruction speech act, it is the classification and standard of instruction speech act. The Russian scholars have studied the classification and standards of the Directive Speech Act (?) (?). Most Russian scholars divide the instruction speech act into three categories: Command speech act, speech act and request speech act. However, due to the differences used in the standard, the classification of specific speech acts, The division of the subcategories of the main speech acts, as well as the existence of the speech acts of other types of instructions (with the division of the three classes of instructions and speech acts), and other issues are varied. Therefore, it is of great practical significance to determine the characteristics of all kinds of speech acts and to establish a classification standard. It defines and classifies all kinds of speech acts and their subclasses accurately, and in the verbal communication of real life, it has a certain guiding significance for the hearers to correctly judge the language type of the speaker, and to make a correct response to the speaker, as well as to the speaker's correct implementation of the instruction speech act according to the needs of his own intention. In this paper, the author needs to solve the following questions: according to the basic concept of speech act theory and the classification of speech act, the author clarifies the instruction speech act. The basic characteristics, levels, composition and nature of the Russian (Soviet Union) scholars have pointed out the shortcomings of the classification and classification standards of the verbal behavior of the Russian (Soviet Union), and put forward the main characteristics of the classification of the instruction speech act in this paper. In addition, in order to determine the semantic content and pragmatic connotations of the verbal behavior of instruction, this paper also uses lexical meaning analysis and grammatical analysis. The research value of this paper is that the perspectives of the traditional scholars are from the speaker, the hearer and the instruction content ((?)). On the basis of the relationship, the pragmatic features of the instruction speech act are analyzed, and the most important aspect of the verbal behavior, the language force of speech act, is ignored. This paper, starting with the means of verbal force expression of instruction speech act, determines the distinguishing features of all kinds of instruction speech acts. The main package of this paper is the main package of this paper. Including the preface, the first chapter, the second chapter, the third chapter, the conclusion and the reference. The preface mainly introduces the object and task of this study, the practical significance and practical value of the research, the innovation of the research, the research method and the structural layout of the thesis. The second chapter mainly includes the definition of the speech act of instruction, the main features and the structure, the study of the classification of instruction speech act (mainly for Russian scholars, Searl, Europe and America). In the study of the classification of verbal behavior in China, the classification methods and standards of representative speech acts are introduced in detail. At the end, the classification of speech acts and the characteristics of the classified characteristics are summarized. The third chapter mainly analyzes the shortcomings of the classification criteria proposed by the Russian scholars. On the basis of their classification experience, I We have formulated the methods and steps to determine the pragmatic differences in the verbal behavior of various directives. First, it briefly summarizes the various factors that have been studied by previous studies on the choice of verbal behavior, and then summarizes the essential factors behind them - the physical and physical needs of the speaker and the hearer, the emotional needs, the social needs and the values needed. On the basis of these essential factors, we introduce the concept of C1 and C2 (the degree of the completion of the instruction content to meet the main needs of the speaker and the speaker). Finally, we are based on the correspondence of the language force characteristics expressed in the speech act of the speaker and the corresponding relationship between the C1 and the C2 - the higher C1 (that is, the consistency of the instruction content to the speaker's main requirements. " In order to simply describe the two concepts, we introduce two terms - the "ability to wish" and the "strong system" of the instructions. Finally, we summarize the conclusions that we have analyzed.

【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H35

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 程鳴;;淺析漢語請(qǐng)求語的實(shí)施策略[J];廣西民族大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2008年S1期

2 孫淑芳;俄語施為現(xiàn)象探析[J];外語研究;2003年06期

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本文編號(hào)：1837527