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　　在日常的人際交往中,交際者經(jīng)常有話不直說,而是通過拐彎抹角的方式間接地表達自己的思想,這就是美國哲學(xué)家塞爾所提出的間接言語行為。間接言語行為一經(jīng)提出就引起了語言研究者的廣泛關(guān)注和興趣。本文著重從關(guān)聯(lián)理論的視角闡釋這一語言現(xiàn)象存在的原因以及要如何正確理解它。塞爾將間接言語行為細(xì)分為規(guī)約性間接言語行為和非規(guī)約性間接言語行為,其中非規(guī)約性間接言語行為因其不確定性,復(fù)雜性和更強的推理性,而更值得我們?nèi)シ治龊脱芯�。本文從關(guān)聯(lián)理論的角度去分析非規(guī)約性間接言語行為。研究表明,在明示-推理交際過程中,說話者的明示包含信息意圖和交際意圖,聽話者就是要通過信息意圖（字面意義）來了解說話者的交際意圖（隱含意義）。間接言語行為的理解過程為：聽話者先理解話語的字面意義（信息意圖）,獲得話語的次要言語行為,產(chǎn)生最大關(guān)聯(lián),而當(dāng)聽話者發(fā)現(xiàn)這樣的理解與所處的認(rèn)知環(huán)境沒有產(chǎn)生充分的關(guān)聯(lián)時,便會結(jié)合自己的知識,以最少的努力擴充認(rèn)知語境,完善語句的意義。當(dāng)聽話者認(rèn)為對話語的理解符合自己的關(guān)聯(lián)性期待時,便會停止推理,產(chǎn)生最佳關(guān)聯(lián),話語的主要言外之力（交際意圖）便被識別。間接言語行為的使用在英語聽力理解中普遍存在,因此在英語教學(xué)... 

【文章來源】：南京師范大學(xué)江蘇省211工程院校

【文章頁數(shù)】：67 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background
    1.2 Purpose
    1.3 Methodology and Data Collection
    1.4 Organization
Chapter 2 Literature Review
    2.1 Previous Studies of Indirect Speech Acts
        2.1.1 Previous Studies of Indirect Speech Acts Abroad
        2.1.2 Previous Studies of Indirect Speech Acts at Home
    2.2 Previous Studies of Relevance Theory
        2.2.1 Previous Studies of Relevance Theory Abroad
        2.2.2 Previous Studies of Relevance Theory at Home
    2.3 Summary
Chapter 3 Theoretical Framework
    3.1 Some Issues on Indirect Speech Acts
        3.1.1 Notion of Indirect Speech Acts
        3.1.2 Conventional Indirect Speech Acts vs.Non-conventional Indirect Speech Acts
        3.1.3 Motivation for Using Indirect Speech Acts
    3.2 Relevant Theories Concerning Indirect Speech Acts
        3.2.1 The Politeness Principle
        3.2.2 Face Theory
        3.2.3 Inference Theory
        3.2.4 Context Theory
    3.3 Theoretical Framework of this Thesis
Chapter 4 Analysis of Non-conventional Indireet Speech Acts from the Perspective of RelevanceTheory
    4.1 The Procedure of Interpreting Non-conventional Indirect Speech Acts
    4.2 Non-conventional Indirect Speech Acts Related to Ostensive-inferential Communication
        4.2.1 Ostensive-inferential Communication
        4.2.2 Ostensive-inferential Communication and Non-conventional Indirect Speech Acts
    4.3 Non-conventional Indirect Speech Acts Related to Cognitive Context
        4.3.1 Cognitive Context
        4.3.2 Cognitive Context and Non-conventional Indirect Speech Acts
    4.4 Non-conventional Indirect Speech Acts Related to Optimal Relevance
        4.4.1 Optimal Relevance
        4.4.2 Optimal Relevance and Non-conventional Indirect Speech Acts
    4.5 Summary
Chapter 5 The Pedagogical Implications of Indirect Speech Acts for College English ListeningTeaching
    5.1 Introduction
    5.2 The Importance of Listening Teaching in College
    5.3 Indirect Speech Acts in Listening Comprehension
    5.4 The Pedagogical Implications for English Teaching
        5.4.1 Bearing in Mind some Conventional Indirect Speech Acts
        5.4.2 Enriching Students' Cultural Background Knowledge
        5.4.3 Improving Students' Inference Ability
    5.5 Summary
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Limitations and Suggestions
References
Acknowledgements


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