【摘要】：語境是語用學(xué)、語義學(xué)、語體學(xué)、修辭學(xué)和社會語言等學(xué)科中的一個基本和核心的概念。語境研究的發(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)語境認(rèn)為語境是一組靜止的不變的、用以制約交際和話語理解的共有知識的集合，不會隨言語交際的發(fā)展而變化，忽視了交際雙方的構(gòu)建作用。塞爾認(rèn)為言語行為是言語交際的最小單位，同時需要借助于語境來理解言外之力。但是，傳統(tǒng)語境在言語交際中，尤其是對交際雙方話語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)的語境研究忽略了交際主體的主觀能動性，沒有將交際主體的心理因素和動態(tài)的話語處理過程納入研究范圍。由于意義的產(chǎn)生是人的心理活動的結(jié)果，所以撇開人的主觀能動作用討論語用意義是不能解釋主體如何生成語境或如何借助語境因素推導(dǎo)意義的。因此，語境研究逐漸轉(zhuǎn)向認(rèn)知語境研究。認(rèn)知語境觀從認(rèn)知的角度動態(tài)的研究語境，解釋了話語意義的理解過程就是認(rèn)知主體對認(rèn)知語境假設(shè)不斷進(jìn)行推理的動態(tài)過程。 指令性言語行為，作為言語行為的一個分支，在日常生活和社會交往中十分普遍。然而，人們經(jīng)常有話不直說，要依靠語境才能理解說話人的真正意圖。恰當(dāng)?shù)氖褂煤屠斫庵噶钚匝哉Z行為的語用意義能夠協(xié)調(diào)人際關(guān)系，成功地進(jìn)行交際。認(rèn)知語境在對解釋言語行為的言外之力上更具有說服力，使人們在交際中依靠認(rèn)知語境來獲得言外之力，取得交際成功�；谝延械闹噶钚匝哉Z行位的研究，前人的研究多從跨文化、語義、語用的角度進(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)知語境和關(guān)聯(lián)理論為理論基礎(chǔ)，從認(rèn)知語用視角對指令性言語行為進(jìn)行語用意義研究。本文將通過定性的方法進(jìn)行研究，如實(shí)回答如下三個問題：（1）語境研究的認(rèn)知轉(zhuǎn)向路徑是什么?（2）為什么在認(rèn)知語境的幫助下能更好地解釋指令性言語行為的言外之力？（3）在認(rèn)知語境視角下，指令性言語行為的語用意義是如何從聽者和言者兩方面完成的？ 本文的研究目的是要說明言外之力是話語的深層意義，產(chǎn)生于交際主體和客觀世界的互動，，植根于使用者對世界的理解和信念。認(rèn)知語境是交際主體對客觀世界的心理認(rèn)知。因此，從認(rèn)知語境的角度出發(fā)，說話者通過認(rèn)知語境能更準(zhǔn)確、適度的發(fā)出言外之力，聽話者通過認(rèn)知語境能更準(zhǔn)確的理解言外之力，獲得語言行為的語用意義，也是說話者的交際意圖。 全文共分五個部分。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，分別概述了語境和言語行為研究的國內(nèi)外狀況，并總結(jié)了語用意義的研究現(xiàn)狀及指出目前言語交際中仍存在的問題。第三部分是本文的主體之一，闡明了語境研究的認(rèn)知轉(zhuǎn)向。首先介紹了傳統(tǒng)語境的特點(diǎn)及在言語交際中的功能；接下來結(jié)合關(guān)聯(lián)理論介紹了認(rèn)知語境及其特點(diǎn)；然后說明語境研究認(rèn)知轉(zhuǎn)向的路徑，體現(xiàn)出認(rèn)知語境在解釋言語行為的優(yōu)越性。第四部分分析了語境研究的認(rèn)知轉(zhuǎn)向?qū)χ噶钚匝哉Z行為語用意義的研究。首先闡述認(rèn)知語境對理解言外之力的功能。然后從說話人和聽話人的角度分析認(rèn)知語境視角下指令性言語行為的語用意義的表達(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)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H030

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

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

2 顧曰國;John Searle的言語行為理論:評判與借鑒[J];國外語言學(xué);1994年03期

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

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

5 周國輝;論認(rèn)知語境對漢英語多義性的解釋力[J];外語教學(xué);2005年02期

6 何兆熊;英語中的間接請求及其分類[J];外國語(上海外國語學(xué)院學(xué)報);1988年04期

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

8 張紹杰,王曉彤;“請求”言語行為的對比研究[J];現(xiàn)代外語;1997年03期

本文編號：2248282