语用失误与中专英语教学硕士论文.docx
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语用失误与中专英语教学硕士论文.docx
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语用失误与中专英语教学硕士论文
单位代码
10476
学号
0705182019
分类号
G632
硕士学位论文
(专业学位)
语用失误现象与中专英语教学
学科专业类别
:
学科教学·英语
申请学位类别
:
教育硕士
申请人
:
倪晓雷
指导教师
:
赵文静教授
二O一O年五月
PragmaticFailureandVocationalSchools’EnglishLanguageTeaching
ADissertationSubmitted
totheGraduateSchoolofHenanNormalUniversity
inPartialFulfillmentoftheRequirements
fortheDegreeofMasterofEducation
By
NiXiaolei
Supervisor:
ProfessorZhaoWenjing
May,2010
Acknowledgements
MydeepestgratitudegoesfirstandforemosttoProfessorZhaoWenjing,mysupervisor,becauseshegaveconstantencouragementandguidancetome.Shehashelpedmethroughallthestagesofthedissertationwriting.Withoutherconsistentandilluminatinginstruction,thisdissertationcouldnotbefinishedsuccessfully.
Second,IamalsogreatlythankfultotheprofessorsandteachersfromFacultyofInternationalStudies,suchasProfessorLiWenzhong,ProfessorDuanmuQingyi,ProfessorPeiYajuan,ProfessorSunHaiyan,ProfessorWangCaiqin,ProfessorLiangXiaodong,ProfessorChenYunxiang,ProfessorZhangZhiqiang,ProfessorGuoYingzhen,whohavetaughtandhelpedmealotinthepasttwoyears.
Lastmythankswillgotomybelovedfamilybecausetheylovemeandgavemegreatconfidenceallthroughtheseyears.Ialsogivemysinceregratitudetomyfriendsandmystudentswhogavemetheirhelpandtimetolistentomeandhelpmetocarryoutmyinvestigationsmoothlyduringwringofthedissertation.
摘要
随着政治、经济和文化的不断发展,我国与国际交往日益频繁。
交流的成功与否不仅仅是语言中语法结构问题,更重要的是语言使用,也就是语用。
一个语法正确的句子并不都是语用交际合适的句子。
由此可见学习语用知识的重要性。
但是传统的中专英语教学模式只重视提高英语学习者的英语听、说、读、写四项基本技能,忽视对他们跨文化交际能力的培养。
因而英语学习者在与外国人进行交际时,经常导致交际失败。
本文通过学生跨文化语用能力调查,将从语用失误的角度分析产生交际失败的原因。
提出在语言教学中应该渗透文化背景知识,增强学习者对中西方文化差异的敏感性。
让学习者通过文化差异来更好地了解母语文化和应用文化,尽可能在交际中避免语用失误,从而达到沟通无障碍的目标。
关键词:
跨文化交际,中专英语教学,背景,语用失误
Abstract
Alongwiththedevelopmentofpoliticsandeconomy,internationalcommunicationbetweenChinaandforeigncountriesbecomesmoreandmorefrequent.Thesuccessfulcommunicationcannotonlydependongrammar,butmoreimportantlytheproperuseoflanguage,whichispragmatics.Grammaticallycorrectsentencesmightnotbepragmaticallyappropriateincommunication.Sowecanseehowimportantpragmaticabilitiesare.ThetraditionalEnglishteachingmodeinChinaisjustemphasizedonimprovingtheEnglishlearners’fourbasicskills:
listening,speaking,readingandwriting.Englishteachersoftenignoreimprovementsofstudents’pragmaticabilitiesincross-culturalcommunication.Thus,whenEnglishlearnerscommunicatewithforeigners,theyoftenleadtocommunicationfailurebecauseoflackofpragmaticknowledge.
Throughtheinvestigationofstudents’abilitiesofcross-culturalcommunication,thedissertationwillanalyzethereasonsofcommunicativefailurefromthepointofviewofpragmaticfailure.CulturalbackgroundknowledgeshouldbeinfiltratedintoEnglishlanguageteachinginordertoenhancelearners’sensitivitytoculturaldifferencesbetweentheeastandthewest.EnglishlearnerscanbetterunderstandthenativecultureandtheEnglishculturethroughculturaldifferencesinordertoavoidpragmaticfailuretoachievethegoalofbarrier-freecommunication.
Keywords:
cross-culturalcommunication,Englishteachinginvocationalschools,backgrounds,pragmaticfailures
Contents
AcknowledgementsI
摘要III
AbstractV
ContentsVII
ChapterIIntroduction1
1.1TheAwarenessofPragmaticFailureResearch1
1.2PragmaticFailureProblemsinVocationalSchools1
1.3ObjectiveofTheDissertation2
1.4StructureofTheDissertation3
ChapterIILiteratureReview5
2.1TheRelationshipBetweenLanguageandCulture5
2.2CategorizationsofCommunication8
2.3Cross-culturalCommunication10
2.3.1Hall’sHigh-contextandLow-contextCommunication10
2.3.2Kramsch’stheory12
2.4StudiesofPragmaticFailures13
2.5FailuresofCross-culturalCommunication14
ChapterIIITheDifferencesBetweenChineseCultureandEnglishCulture17
3.1TheDifferencesinValuesandMoralStandards17
3.1.1PersonalSenseofHonor,HumilityandCarefulness17
3.1.2Self-centeredandSelflessDedication18
3.1.3.TheSpiritofInnovationandModeration18
3.1.4IndividualFreedomandCooperation18
3.2DifferencesinSocialRelations19
3.2.1SenseofEqualityandHierarchy19
3.2.2NuclearFamilyandAFamilywithFourGenerationsLivingunderOneRoof19
3.3DifferencesinSocialEtiquette20
3.4DifferencesinSocialCustoms21
3.4.1.AttitudesTowardsWomen21
3.4.2AttitudesTowardsMarriage21
3.5LivingEnvironment22
3.6DifferentReliefsonDifferentReligions22
ChapterIVResearchMethodology23
4.1ResearchQuestions23
4.2SubjectsforTheSurvey23
4.3ResearchDesign23
ChapterVFindingsandDiscussion25
5.1FindingsfromTheQuestionnaires25
5.2TheReasonsforPragmaticFailuresinCross-culturalCommunication33
5.2.1JudgingOnlyfromTheLiteralMeaningofEnglishWords33
5.2.2.NotClearaboutTheRealMeaningsofSomeGrammarStructuresunderSomeContext34
5.2.3LackofReligiousKnowledgeResultingfromPragmaticFailure34
5.2.4NotUnderstandingTheTwoKindsofHistoricalBackgrounds36
5.2.5DifferentThinkingWaysinTheTwoCultures37
5.2.6DifferencesinValues38
ChapterVISolutiontoPragmaticFailureinEnglishTeaching41
6.1RelatedtheoriesEmphasizedinClass41
6.2EstablishingAwarenessofCross-culturalCommunication43
6.3ImprovingStudents’SensitivitytoCulturalDifferences44
6.4CreatingSimilarCommunicationScenarios46
6.5MakingUseofMultimediaResources48
6.6AccumulationofKnowledgeaboutCommunication48
ChapterVIConclusion49
Bibliography51
Appendix53
独创性声明55
ChapterIIntroduction
1.1TheAwarenessofPragmaticFailureResearch
Withthedevelopmentofoureconomyandtechnology,Chinahasnowopenedtotheoutsideworldmorethaneverbefore.Inordertoimportadvancedknowledgefromdevelopedcountries,weshouldmastertheirlanguageskillfully.Communicatingisoneofthemostimportantwaystograspthelanguagewell.But,asweallknow,therearenosimplecommunications.Everykindofcommunicationreflectsitsrelevantculture.
Cultureislikeamap.Amapjustisn’ttheterritorybutanabstractdescriptionoftrendstowarduniformityinthewords,deedsandartifactsofahumangroup.Ifamapisaccurateandyoucanreadit.,youwon’tgetlost:
ifyouknowaculture,youwillknowyourwayaroundinthelifeofasociety.(ClydeKluckhohn,1968:
12)
Everynationhasitsownculture.Everycultureismoreorlessdifferentfromothers.Whenpeoplefromdifferentculturescontacteachother,misunderstandingwilloccur.Themorefrequentlytheywillcommunicate,themoremisunderstandingandconflictswillappear.
So,asEnglishteachers,weshouldpaymoreattentiontocross-culturalcommunications.AndweshouldfindabetterwaytomasterournativelanguageandEnglishbycomparingthedifferencesbetweentheChineseandtheEnglishcultures.
1.2PragmaticFailureProblemsinVocationalSchools
CurrentEnglishlanguageteachingisemphasizedonexplainingandpracticingwords,phrases,sentencepatterns,customarypatterns,generalideasofparagraphandarticlecontentsinvocationalschools.Itisveryusefulinstudyinglanguageknowledgeandgrammarskills,butthiskindofteachingalsohavesomeapparentdrawbacks:
itignoresthatdifferentlanguagescomefromdifferentbackgrounds.Asaresult,studentscouldgraspwords,phrasesandgrammarsskillfully.Butperhapstherearemanymisunderstandingsincommunicatingwithforeignerslater.Andhereisthekeypoint:
pragmaticfailurewillappearduringtheircommunication.ItwillcontradictwiththeeventualgoalofEnglishlanguageteaching.TheinformationintheEnglishlanguagehastwogradations:
languageinformationandculturalinformation.Thetwogradationsareverydifferent.Wecangetlanguageinformationbylearningwords,phrases,sentencesandgrammars.Butmaybewehavemuchdifficultyinunderstandingitsculturalinformation.Englishteachersinvocationalschoolsjustemphasizeontheformergradationandneglectthelattergradation.Thiskindofteachingisone-sided.Fromthepointofviewofcross-culturalcommunication,theresultbroughtbythemalpracticeismisfortuneprobably.Onlyunderthesupportandcoordinationof“culturalinformation”,theprocessofforeignlanguageteachingisperfect,comprehensiveandprofoundprobably.PerhapsthelearnerscanlearnEnglishwellbylearningtheculture.Andthenthelearnerscancommunicatewithforeignersverywell.Afterstudyingandcomparingwithotherculture,maybethelearnerscouldhaveabetterunderstandingoftheirown.
1.3ObjectiveofTheDissertation
Thedissertationisaimedatexploringthemethodsandtechniquesofcross-culturalcommunicationinEnglishteaching.Theremaybetwoassumptions:
1.Languageispartofculture.Itreflectseverylevelofculture.SoEnglishlearningincludesculturelearning.TheEnglish(asasecondlanguage)learningservesasabridgebetweenculturesofdifferentnations,culture-awarenessandappropriateattitudestoEnglishculturesthatneedtobecultivatedintheprocessofcross-culturalteaching.2.Differentculturesmakemanymisunderstanding,wherepragmaticfailureforms.Theyareobstaclesofcross-culturalcommunication.Andsomeotherreasonsalsocausemisunderstanding.Studentsmaybemasterandrememberwordsandgrammarsasmanyasthecan.Butitdoesn’tmeantheycouldcommunicatewithnativeEnglishspeakerssmoothlyorsuccessfullyinEnglish.Misunderstandingwilloccurifcommunicatorscommunicatewitheachotherintheirownway
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