本文選題：順應(yīng)論 + 語用失誤�。� 參考：《山東大學》2012年碩士論文

【摘要】：對外漢語教學的最終目的是培養(yǎng)留學生得體而熟練地運用漢語進行交際的能力。其中,語用能力是留學生能否運用漢語進行成功交際的關(guān)鍵。留學生只有掌握了漢語的各種語用規(guī)則和語用規(guī)律,才能在日常交際中減少和避免語用失誤,從而提高他們的交際能力。維索爾倫的順應(yīng)理論綜合了認知、社會和文化等方面的內(nèi)容；以此為視角對留學生日常交際用語的語用失誤進行研究可以幫助留學生更好地掌握漢語文化背景下的各種交際規(guī)范和更好地了解中國人的社會文化心理,進而幫助他們提高漢語交際能力。 本文以維索爾倫的順應(yīng)論為基礎(chǔ),在對留學生漢語語用情況進行調(diào)查的基礎(chǔ)上,重點分析了留學生日常交際中的各種語用失誤現(xiàn)象。本文第一章主要對本研究的目的和意義進行了分析,探討了留學生漢語語用失誤研究的必要性,并對國內(nèi)外的語用失誤研究進行了綜述。第二章從語用原則和順應(yīng)理論兩個方面為本研究建立了理論框架。第三章對留學生日常交際中的漢語語用情況進行了調(diào)查,考察和分析了留學生的漢語語用水平和語用失誤情況。第四章分別從語言使用者,社交世界,物理世界和心理世界四個方面對留學生日常交際中的漢語語用失誤現(xiàn)象進行了分析和探討。第五章筆者結(jié)合對留學生語用失誤情況的分析,分別從語言習得和語言教學的角度針對如何減少留學生的漢語語用失誤提出了建議。本文最后一部分為結(jié)語部分,對本文的研究進行了總結(jié)并指出了本研究的局限性。 通過研究,本文認為留學生漢語語用失誤主要是由于在交際過程中忽略了對交際語境的各要素的動態(tài)順應(yīng)所造成的。要想減少和規(guī)避語用失誤,一方面留學生在漢語學習過程中應(yīng)該培養(yǎng)語用意識和提高語用移情能力,另一方面對外漢語教師在教學中應(yīng)注意培養(yǎng)留學生的漢語語用能力和跨文化交際能力。
[Abstract]:The ultimate goal of teaching Chinese as a foreign language is to develop the ability of foreign students to use Chinese appropriately and skillfully. Pragmatic competence is the key to successful communication in Chinese. Only by mastering all kinds of pragmatic rules and rules of Chinese can foreign students reduce and avoid pragmatic failure in daily communication and improve their communicative competence. Vicorne's adaptation theory integrates cognitive, social and cultural aspects. From this perspective, the study on the pragmatic failure of foreign students' daily communication can help them better grasp the various norms of communication in the context of Chinese culture and better understand the social and cultural psychology of the Chinese people. And then help them to improve their Chinese communicative competence. Based on Visorun's adaptation theory and on the basis of a survey of the pragmatic situation of foreign students in Chinese, this paper focuses on the analysis of various pragmatic failures in foreign students' daily communication. The first chapter mainly analyzes the purpose and significance of this study, probes into the necessity of studying the pragmatic failure of foreign students in Chinese, and summarizes the researches on pragmatic failure at home and abroad. Chapter two establishes a theoretical framework for this study from pragmatic principles and adaptation theory. Chapter three investigates the situation of Chinese pragmatics in foreign students' daily communication and analyzes their pragmatic level and pragmatic failure. Chapter four analyzes and discusses the phenomenon of Chinese pragmatic failure in foreign students' daily communication from four aspects: language users, social world, physical world and psychological world. In the fifth chapter, based on the analysis of the pragmatic failure of foreign students, the author puts forward some suggestions on how to reduce the pragmatic failure of foreign students from the perspective of language acquisition and language teaching. The last part of this paper is the conclusion, which summarizes the research and points out the limitations of this study. Through the study, this paper argues that the pragmatic failure of foreign students in Chinese is mainly caused by the neglect of dynamic adaptation to the elements of communicative context in the process of communication. In order to reduce and avoid pragmatic failure, on the one hand, foreign students should cultivate pragmatic awareness and improve their ability of pragmatic empathy in the process of learning Chinese. On the other hand, teachers of Chinese as a foreign language should pay attention to the cultivation of foreign students' Chinese pragmatic competence and cross-cultural communicative competence.
【學位授予單位】：山東大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195.1

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