【摘要】：被稱為“社會(huì)潤(rùn)滑劑”的恭維語(yǔ)是人們?nèi)粘Ｉ钪械闹匾M成部分,恭維答語(yǔ)也因此成為研究熱點(diǎn)。Pomerantz(1978)指出在美國(guó)文化中,優(yōu)雅地接受恭維是最好的應(yīng)答方式,而Yu(2003)認(rèn)為在中國(guó)文化中,人們高度重視謙虛并且將謙虛作為個(gè)人形象的重要組成部分,因此在中國(guó)文化中,人們多以修正策略及綜合策略來(lái)回應(yīng)他人恭維。本文以Cook(2003)的多元能力理論及Leech(1983)的禮貌原則為指導(dǎo),研究語(yǔ)用反遷移視角下不同英語(yǔ)水平和性別的恭維應(yīng)答,試圖回答兩個(gè)研究問(wèn)題:(1)不同英語(yǔ)水平受試者在恭維應(yīng)答中是如何體現(xiàn)語(yǔ)用反遷移的?(2)不同性別受試者的恭維應(yīng)答中體現(xiàn)出何種性別差異?本文采用調(diào)查問(wèn)卷的形式,將實(shí)驗(yàn)對(duì)象分為兩組,高英語(yǔ)水平組和低英語(yǔ)水平組,每組男女各40人,通過(guò)SPSS 22的卡方數(shù)據(jù)分析,發(fā)現(xiàn):(1)不同英語(yǔ)水平的恭維應(yīng)答存在顯著性差異,雖然兩組的首選策略都是修正策略,但高水平組的接受策略使用頻數(shù)明顯高于低水平組。根據(jù)Cook的多元能力理論,遷移是雙向的,在語(yǔ)言初學(xué)階段,順遷移(由母語(yǔ)遷移到外語(yǔ))比較明顯,而高水平語(yǔ)言學(xué)習(xí)者身上的反遷移(由外語(yǔ)遷移到母語(yǔ))較明顯,因此,高水平組同低水平組相比,使用接受策略的頻率更高。根據(jù)Leech的禮貌原則,即高水平組使用一致準(zhǔn)則的頻率更高而低水平組使用謙虛準(zhǔn)則的頻率更高;(2)恭維應(yīng)答策略上的性別差異也很顯著,具體表現(xiàn)為不論英語(yǔ)水平的高低,男生組比女生組使用拒絕類策略(包括不回應(yīng)策略和不接受策略)的次數(shù)更多,而女生組使用接受策略和綜合策略的頻數(shù)更高,究其原因是男女性別傳統(tǒng)的社會(huì)地位不同,社會(huì)對(duì)男女的要求和期望不同,不同性別的恭維語(yǔ)及答語(yǔ)的社會(huì)功能也不相同。本研究結(jié)果有助于幫助人們對(duì)語(yǔ)用遷移有一個(gè)更全面的理解,讓語(yǔ)言工作者在進(jìn)行語(yǔ)言教學(xué)時(shí)更加關(guān)注語(yǔ)言與文化的關(guān)系,另外,也可以使人們?cè)诮浑H中注意到性別差異,幫助人們的交際順利進(jìn)行。
[Abstract]:The compliment, known as "social lubricant", is an important part of people's daily life, and therefore it has become a research hotspot. Pomerantz (1978) pointing out that in American culture, elegant acceptance of compliments is the best way to respond. Yu (2003) thinks that in Chinese culture people attach great importance to modesty and regard modesty as an important part of personal image. Guided by Cook's multiple competence theory (2003) and Leech's politeness principle (1983), this paper studies the compliment responses of different English proficiency and gender in the perspective of pragmatic anti-transfer. This paper attempts to answer two research questions: (1) how does the subjects of different English proficiency reflect pragmatic anti-transfer in compliment responses? (2) what gender differences appear in the compliment responses of different gender subjects? In this paper, the subjects were divided into two groups, high English proficiency group and low English proficiency group, 40 men and 40 men in each group. The data were analyzed by chi-square data of SPSS 22. The results showed that: (1) there were significant differences in compliment response between the two groups. Although the first choice strategy of the two groups was correction strategy, the frequency of acceptance strategy in the high level group was significantly higher than that in the low level group. According to Cook's multiple competence theory, transfer is bidirectional. In the initial stage of language learning, the transfer from mother tongue to foreign language is more obvious, while the reverse transfer (from foreign language to mother tongue) is more obvious in high-level language learners. Acceptance strategies were used more frequently in the high-level group than in the low-level group. According to Leech's politeness principle, the consistency criterion is used more frequently in the high level group than in the low level group. (2) there were also significant gender differences in compliment response strategies. Regardless of their English proficiency, boys used more rejection strategies than girls (including non-response strategies and non-acceptance strategies). The female group uses the acceptance strategy and the comprehensive strategy more frequently, the reason is that the social status of the gender tradition is different, the social demand and expectation of the society are different, the social function of the compliment and the answer of the different gender are also different. The results of this study can help people to have a more comprehensive understanding of pragmatic transfer, to make language workers pay more attention to the relationship between language and culture in language teaching, and to make people pay attention to gender differences in communication. Help people communicate smoothly.
【學(xué)位授予單位】：西華大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H313

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