美國來華留學生漢語恭維語應答策略研究
發(fā)布時間：2018-09-18 16:12
【摘要】：恭維語被看作是“社會的潤滑劑”,傳遞了恭維者的贊美、欽佩等美好感情,同時也拉近了人與人之間的社會距離。人們恭維別人,自然也會受到別人的恭維。隨著中國的經濟社會不斷發(fā)展,越來越多的外國人來到中國學習和工作。對于他們而言,掌握漢語恭維語及其應答策略對日常交際十分有利。 近四十年來,恭維語應答成為語言學研究的熱點之一,語用學、社會語言學、心理語言學、跨文化交際等領域的學者相繼對這一言語行為展開研究。但是大部分的調查情境都設置在英語語境下,對漢語語境下的恭維語應答的研究相當欠缺。本文采用社會語言學的理論和方法,通過對美國來華留學生漢語恭維語應答策略進行描寫,并分析產生差異的原因,進而提出改進課堂教學中涉及到恭維語方面教學的建議。 本文將會以言語行為理論為基礎,以合作原則、禮貌原則、性別差異理論、語用遷移理論為指導,分析美國來華留學生漢語恭維語應答的分布狀況。其中,確立了自變量和語言依變量兩類變量。自變量包括性別、漢語水平；語言依變量為恭維語應答策略,二者存在系統(tǒng)互動的關聯。 本文提出了四個研究問題：(1)總體上來說,美國來華留學生漢語恭維語的應答策略是什么?(2)不同性別的美國留學生漢語恭維語的應答策略是什么,存在何種差異?(3)漢語水平不同的美國留學生漢語恭維語的應答策略是什么,存在何種差異?(4)分析存在差異的原因并試圖提出有針對性的教學建議。 通過語篇補全測試、訪談和自然觀察搜集語料,借助SPSS軟件系統(tǒng)的卡方檢驗進行定量分析,同時從社會語言學的角度進行定性分析。 研究結果表明：(1)總體上來看,贊同策略是美國來華留學生使用的主要應答策略,尤其是明確接受策略；(2)在口頭交際過程中,美國來華留學生開始傾向于選用含蓄接受和間接拒絕策略；(3)男性在含蓄接受和直接拒絕策略的使用上高于女性；女性則更多采用明確接受和間接拒絕策略；(4)從口頭交際來看,初級水平美國留學生恭維語應答策略使用較為單一,多為明確接受策略；中級水平美國留學生恭維語應答策略的使用情況良好,但是偶爾會出現誤用現象；高級水平美國留學生恭維語應答策略的使用較為豐富。 此外,本文還運用社會語言學和語用學的相關理論來分析美國來華留學生漢語恭維語應答策略出現差異的原因。對認知信息不同的處理方式造成了問卷調查與訪談、自然觀察的數據有所出入；人類后天生長的亞文化環(huán)境則是性別差異的主因；而二語習得的時間長短、語用遷移等因素又會影響不同漢語水平的美國留學生漢語恭維語應答方式。 本研究較為系統(tǒng)地考察了美國來華留學生的漢語恭維語應答這一言語行為,并且站在社會語言學的角度,擴展了性別差異理論和語用遷移理論,在一定程度上揭示了社會文化因素對語言使用的重要影響,同時又給言語交際以及將漢語作為第二語言的課堂教學提供了借鑒,具有一定參考價值。
[Abstract]:Compliments are regarded as "social lubricants", conveying compliments, admiration and other good feelings, but also closing the social distance between people. People compliment others, naturally, will be complimented by others. With the continuous development of China's economic and social development, more and more foreigners come to China to study and work. To master Chinese compliments and their response strategies is very beneficial to daily communication.
In the past forty years, compliment response has become one of the hot topics in linguistics. Scholars in the fields of pragmatics, sociolinguistics, psycholinguistics and intercultural communication have successively studied this speech act. Based on the theories and methods of sociolinguistics, this paper describes the Chinese compliment response strategies of American students in China, analyzes the reasons for the differences, and puts forward some suggestions for improving the teaching of compliments in classroom teaching.
Based on the Speech Act Theory and guided by the Cooperative Principle, Politeness Principle, Gender Difference Theory and Pragmatic Transfer Theory, this paper analyzes the distribution of compliment responses in Chinese by American students in China. The Uygur response strategy has two systems interaction.
This paper raises four research questions: (1) Generally speaking, what are the Chinese compliment response strategies of American students in China? (2) What are the Chinese compliment response strategies of American students of different genders and what are the differences? (3) What are the Chinese compliment response strategies of American students with different Chinese proficiency and what are the differences? Differences? (4) analyze the reasons for the differences and try to propose targeted teaching suggestions.
The corpus is collected through text completion tests, interviews and natural observations. Quantitative analysis is carried out with the help of chi-square test of SPSS software system, and qualitative analysis is carried out from the perspective of sociolinguistics.
The results show that: (1) Generally speaking, approval strategy is the main response strategy used by American students in China, especially explicit acceptance strategy; (2) In oral communication, American students tend to choose implicit acceptance and indirect refusal strategies; (3) Men use implicit acceptance and direct refusal strategies. Females are more likely to adopt explicit acceptance and indirect refusal strategies. (4) From the perspective of oral communication, the use of compliment response strategies by primary American students is relatively simple, mostly explicit acceptance strategies. The use of compliment response strategies by intermediate American students is good, but occasionally misuse occurs. High level American students use more compliment response strategies.
In addition, this paper uses the theories of sociolinguistics and pragmatics to analyze the reasons for the differences in Chinese compliment response strategies among American students in China. However, the duration of second language acquisition, pragmatic transfer and other factors will affect the Chinese compliment response of American students with different Chinese proficiency.
This study investigates the speech act of Chinese compliment response of American students in China systematically. From the perspective of sociolinguistics, it extends the gender difference theory and pragmatic transfer theory, reveals to a certain extent the important influence of socio-cultural factors on language use, and at the same time, it also gives speech communication and Chinese. As a second language classroom teaching, it can be used for reference and has certain reference value.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
本文編號：2248432
[Abstract]:Compliments are regarded as "social lubricants", conveying compliments, admiration and other good feelings, but also closing the social distance between people. People compliment others, naturally, will be complimented by others. With the continuous development of China's economic and social development, more and more foreigners come to China to study and work. To master Chinese compliments and their response strategies is very beneficial to daily communication.
In the past forty years, compliment response has become one of the hot topics in linguistics. Scholars in the fields of pragmatics, sociolinguistics, psycholinguistics and intercultural communication have successively studied this speech act. Based on the theories and methods of sociolinguistics, this paper describes the Chinese compliment response strategies of American students in China, analyzes the reasons for the differences, and puts forward some suggestions for improving the teaching of compliments in classroom teaching.
Based on the Speech Act Theory and guided by the Cooperative Principle, Politeness Principle, Gender Difference Theory and Pragmatic Transfer Theory, this paper analyzes the distribution of compliment responses in Chinese by American students in China. The Uygur response strategy has two systems interaction.
This paper raises four research questions: (1) Generally speaking, what are the Chinese compliment response strategies of American students in China? (2) What are the Chinese compliment response strategies of American students of different genders and what are the differences? (3) What are the Chinese compliment response strategies of American students with different Chinese proficiency and what are the differences? Differences? (4) analyze the reasons for the differences and try to propose targeted teaching suggestions.
The corpus is collected through text completion tests, interviews and natural observations. Quantitative analysis is carried out with the help of chi-square test of SPSS software system, and qualitative analysis is carried out from the perspective of sociolinguistics.
The results show that: (1) Generally speaking, approval strategy is the main response strategy used by American students in China, especially explicit acceptance strategy; (2) In oral communication, American students tend to choose implicit acceptance and indirect refusal strategies; (3) Men use implicit acceptance and direct refusal strategies. Females are more likely to adopt explicit acceptance and indirect refusal strategies. (4) From the perspective of oral communication, the use of compliment response strategies by primary American students is relatively simple, mostly explicit acceptance strategies. The use of compliment response strategies by intermediate American students is good, but occasionally misuse occurs. High level American students use more compliment response strategies.
In addition, this paper uses the theories of sociolinguistics and pragmatics to analyze the reasons for the differences in Chinese compliment response strategies among American students in China. However, the duration of second language acquisition, pragmatic transfer and other factors will affect the Chinese compliment response of American students with different Chinese proficiency.
This study investigates the speech act of Chinese compliment response of American students in China systematically. From the perspective of sociolinguistics, it extends the gender difference theory and pragmatic transfer theory, reveals to a certain extent the important influence of socio-cultural factors on language use, and at the same time, it also gives speech communication and Chinese. As a second language classroom teaching, it can be used for reference and has certain reference value.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
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