【摘要】：二語(yǔ)習(xí)得屬于語(yǔ)言學(xué)的一個(gè)分支,研究外語(yǔ)習(xí)得者如何學(xué)習(xí)外語(yǔ)。在二語(yǔ)習(xí)得領(lǐng)域,許多學(xué)者已經(jīng)進(jìn)行實(shí)證研究,研究中國(guó)英語(yǔ)學(xué)習(xí)者與英語(yǔ)本族語(yǔ)者的異同。但是,關(guān)于中國(guó)英語(yǔ)習(xí)得者的言語(yǔ)行為的表現(xiàn)能力的研究卻相對(duì)較少。本文從這方面入手,從道歉的策略以及道歉策略的分布來(lái)研究中國(guó)英語(yǔ)習(xí)得者的道歉這一言語(yǔ)行為的語(yǔ)用能力,并且從跨文化角度分析中國(guó)英語(yǔ)習(xí)得者和英語(yǔ)本族語(yǔ)者在直接表達(dá)道歉這一策略上的差異。 道歉是言語(yǔ)行為的一種形式,是“表達(dá)情感意義的社會(huì)行為”,是“表現(xiàn)禮貌,不管是出于對(duì)聽(tīng)話人面子的保護(hù)還是自己下意識(shí)的去道歉”。至于道歉策略,本文研究了好幾項(xiàng)策略。第一種道歉策略是直接道歉。第二種道歉策略是認(rèn)可應(yīng)負(fù)責(zé)任。第三種道歉策略是解釋說(shuō)明。第四種道歉策略是采用補(bǔ)償手段。第五種道歉策略是允諾或保證不再犯錯(cuò)誤。第六種道歉策略是使用加強(qiáng)道歉語(yǔ)氣的標(biāo)識(shí)詞。第七種策略是減輕責(zé)任。第八種策略是表達(dá)對(duì)受害者的關(guān)心。此八條策略的道歉策略框架是本文所分析的依據(jù),其中第一種和第二種道歉策略為重點(diǎn)研究。 本論文旨在通過(guò)對(duì)比英語(yǔ)本族者使用道歉情況來(lái)研究中國(guó)英語(yǔ)學(xué)習(xí)者使用道歉的情況,道歉的策略以及策略分布。同時(shí),對(duì)于中國(guó)英語(yǔ)學(xué)習(xí)者和英語(yǔ)本族語(yǔ)者使用直接道歉策略進(jìn)行跨文化分析。 本論文主要研究以下幾個(gè)問(wèn)題： 1.中國(guó)英語(yǔ)學(xué)習(xí)者道歉策略是怎樣的?英語(yǔ)本族語(yǔ)者道歉策略是怎樣的?有什么異同? 2.中國(guó)英語(yǔ)學(xué)習(xí)者道歉策略的分布是怎樣的?英語(yǔ)本族語(yǔ)者道歉策略的分布是怎樣的?有什么異同? 3.從跨文化角度來(lái)看,中英兩種語(yǔ)言中道歉表現(xiàn)語(yǔ)有什么樣的異同? 該研究基于問(wèn)卷調(diào)查展開(kāi)的。問(wèn)卷設(shè)計(jì)了七個(gè)場(chǎng)景,每個(gè)場(chǎng)景后面提供八個(gè)選項(xiàng),以及這八個(gè)選項(xiàng)相應(yīng)的道歉策略所采取的行動(dòng)。參加問(wèn)卷的有六十五名本校學(xué)生,其中包括四十五名中國(guó)學(xué)生以及二十名美國(guó)留學(xué)生。通過(guò)對(duì)問(wèn)卷的結(jié)果進(jìn)行定量分析發(fā)現(xiàn)中英學(xué)生使用道歉策略存在差異性。 調(diào)查發(fā)現(xiàn),從宏觀來(lái)看,美國(guó)留學(xué)生傾向于采用第二種道歉策略,即認(rèn)可應(yīng)負(fù)責(zé)任。他們使用這種策略的頻率高于中國(guó)英語(yǔ)學(xué)習(xí)者；從微觀來(lái)看,在這八種道歉策略中,第一種和第二種道歉策略,即直接道歉和認(rèn)可應(yīng)負(fù)責(zé)任,普遍被中國(guó)英語(yǔ)學(xué)習(xí)者和美國(guó)留學(xué)者采用。本研究還發(fā)現(xiàn),從跨文化角度看,盡管中國(guó)英語(yǔ)學(xué)習(xí)者學(xué)了英語(yǔ)以及與英語(yǔ)相關(guān)聯(lián)的文化,但是他們?cè)诘狼高@一言語(yǔ)行為方面的表現(xiàn),仍與英語(yǔ)本族語(yǔ)者有很大的差異。 該研究對(duì)二語(yǔ)習(xí)得中言語(yǔ)行為的表現(xiàn)、二語(yǔ)習(xí)得者道歉言語(yǔ)行為的表現(xiàn),以及道歉策略及其分布提供了一定的見(jiàn)解。并且,該研究能引導(dǎo)二語(yǔ)習(xí)得者培養(yǎng)跨文化意識(shí),在使用英語(yǔ)的時(shí)候能夠接近英語(yǔ)本族語(yǔ)者。
[Abstract]:Second language acquisition is a branch of linguistics that studies how foreign language learners learn a foreign language. In the field of second language acquisition, many scholars have conducted empirical studies on the similarities and differences between Chinese English learners and native English speakers. However, there are relatively few studies on the expressive competence of speech acts of Chinese English learners. In this respect, the pragmatic competence of Chinese EFL learners'apology is studied from the perspectives of apology strategies and the distribution of apology strategies, and the differences between Chinese EFL learners and native English speakers in the direct expression of apology are analyzed from a cross-cultural perspective.
Apology is a form of speech act, a social act of expressing emotional meaning, and a kind of "politeness, whether it is out of the protection of the hearer's face or out of his own subconscious apology". Responsibility. The third kind of apology strategy is to explain. The fourth kind of apology strategy is to use compensation. The fifth kind of apology strategy is to promise or promise not to make a mistake again. The sixth kind of apology strategy is to use a sign to strengthen the tone of apology. The seventh kind of apology strategy is to reduce responsibility. The eighth kind of apology strategy is to express concern for the victim. The framework of apology strategy is the basis of this paper. The first and second apology strategies are mainly studied.
The purpose of this study is to investigate the use of apology by Chinese EFL learners, its strategies and strategies by comparing the use of apology by native English speakers.
This thesis mainly studies the following questions:
1. What are the apology strategies of Chinese English learners? What are the apology strategies of native English speakers? What are the similarities and differences?
2. What is the distribution of apology strategies among Chinese EFL learners? What is the distribution of apology strategies among native English speakers? What are the similarities and differences?
3. what are the similarities and differences in apology expressions between Chinese and English from a cross cultural perspective?
The study was based on a questionnaire survey. Seven scenarios were designed, each with eight choices and the actions taken by the eight choices. Sixty-five students, including 45 Chinese students and 20 American students, participated in the survey. Quantitative analysis showed that there were differences in apology strategies between Chinese and British students.
The survey found that, from a macro perspective, American students tend to adopt the second apology strategy, i.e. acceptance of responsibility. This study also finds that, from a cross-cultural perspective, although Chinese EFL learners learn English and the culture associated with it, their performance in the speech act of apology is quite different from that of native speakers.
This study provides some insights into the performance of speech acts in second language acquisition, the performance of apology speech acts in second language learners, and apology strategies and their distribution.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H030

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