AnAnalysisofInterculturalPragmaticFailureandItsImpli.docx
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AnAnalysisofInterculturalPragmaticFailureandItsImpli.docx
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Acknowledgments
Iwanttothankallthosewhohelpmeinmyworkofthesis.Firstofall,Iamsincerelygratefultomysupervisor,professorGaoXinyan,forherguidanceandsuggestion.Itisshewhohasbeeninstructingmeformystudy,solvingtheproblemsofmythesis.Withherhelp,Icanaccomplishthisthesissmoothly.
Second,IwanttothankallmyprofessorssuchasTianZhaoxia,YanLin,YunHui,GuoLiintheforeignlanguageschool,whohavegivenmetheirinstructiveandinsightfullectures.
Allthesametime,IwouldliketousethisopportunitytoexpressmysincereappreciationtoallmyclassmatessuchasJingMeiyu,ZhengManling,SongWenkeaswellasmyfamilyfortheirunselfishsupportintheprocessoftheresearch.
Abstract
InordertoreduceoravoidpragmaticfailuresofseniorhighschoolEnglishlearnersininterculturalcommunication,thisthesisanalyzesthephenomenonofhighschoolEnglishlearnerspragmaticfailure,andsumupthehighschoolEnglishlearnerspragmaticfailurefromculturaldifferences,thinkingpatterns’differencesandthetraditionalteachingmethod.Combinedwiththepragmaticfailureinthe practiceofEnglishlanguageteaching,thisthesissumupitsimplicationsforEnglishlanguageteaching:
developingstudent’sculturalconsciousness;improvingthetraditionalteachingconceptandskills;self-improvementinseniorhighschoolEnglishteaching,whichimproveEnglishlearners’pragmaticandinterculturalcommunicativecompetence.
KeyWords:
Cross-Culture;PragmaticFailure;Implications;HighSchoolEnglish
Teaching
摘要
本文分析高中英语学习者语用失误的现象,并从中总结高中英语学习者语用失误的根本原因是中西方文化、思维模式差异以及传统的教学观念。
结合外语教学实践中出现的语用失误,本文总结出其对外语教学的启示:
即通过培养学生文化意识、改进传统教学观念、教师技能的自我改进等相应教学策略改进高中英语教学,避免跨文化语用失误的产生。
关键词:
跨文化;语用失误;启示;高中英语教学
TableofContents
Acknowledgmentsi
Abstractii
摘要iii
TableofContentsiv
ChapterOneIntroduction1
ChapterTwoLiteratureReview2
2.1DefinitionofPragmaticsFailure2
2.2InterculturalPragmaticFailureStudiedAbroad2
2.3IntercultuaralPragmaticFailureStudiedatHome3
ChapterThreePragmaticFailureofSeniorHighSchoolStudents5
3.1PhonomenonofPagmaticFailure5
3.2AnalysisofHighSchoolStudents’PragmaticFailure.8
3.3CausesofPragmaticFailure6
3.2.1ChinaandWesternCulturalDifferences6
3.2.2Sapir-WhorfHypothesis—ThinkingPatterns7
3.2.3ViolatingCooperativePrinciple7
ChapterFourImplicationsforHighSchoolEnglishTeaching9
4.1CultivitingStudent’sCulturalAwareness9
4.2ImprovingTraditionalTeachingConceptsandMethods9
4.3Teacher’sSelf-improvement.10
ChapterFiveConclusion12
References14
ChapterOneIntroduction
Aseveryoneknows,foreignlanguageasthemaincarrierofinternationalcommunication,theimportanceofforeignlanguageisclear.ThetraditionalEnglishTeachinginseniorhighschoolinourcountryhaslongbeenpaidattentiontothetraditionalgrammarteaching,whichignorestheimportanceofthecorrectuseoflanguageinseniorhighschoolforeignlanguageteaching.Theseniorhighschoolstudents’cross-culturalcommunicationcompetenceisfarfromsatisfaction,andpragmaticfailureoftenoccursininterculturalcommunication.Therefore,improvingthecross-culturalcommunicationcompetenceofstudentshasbecometheimportanttaskofhighschoolEnglishculturalclass.TheanalysisofInterculturalPragmaticFailureisnotaneasyjobifsomebasicrulesarenotfollowed.Cross-culturalcommunicationmaybecomeanightmareifcorrectcommunicationmeasuresarenottaken.Inordertorealizethesedifficultiesontheprocess,somebasicprinciplesneedtobeknowninthisthesisincommunicationsothatahealthierdiscoursepatterncanbeadopted.FromtheperspectiveofseniorhighschoolteachinginChina,English, asacompulsorydiscipline,issuchimportancethatmillionsofChinesestudentsfromprimaryschooltouniversityshould learnit.ForalongtimeinChina,theseniorhighschoolEnglishlearningemphasisonlanguageknowledgeinclassroom,whichignoresthelanguageuseinreallife.Themajortasksandaimsofhighschoolteachingaretopassallkindsofexamination.
Takingtheinterculturalpragmaticfailureofhighschoolstudentsasanexample,thisthesisfurtheranalyzesthebarriersthatleadtotheinterculturalpragmaticfailure,andgivingaseriesofsolutions.Inordertoavoidcross-culturalpragmaticfailures,basedonthestudyofseniorhighschoolEnglishclassroomteachingculture,thisthesisexplainstherelationshipbetweeninterculturalcommunicationandpragmatics,discussesthecrossculturalpragmaticfailureinseniorhighschoolEnglishteaching,analyzesthecausesofpragmaticfailure.Therefore,howtocultivatestudents’interculturalpragmaticconsciousnessisthemostimportanttaskofforeignlanguageteaching.
Englishisusedforcommunication.Inotherwords,thegoalofseniorhighschoolEnglishlanguageteachingistocultivatestudentstheconsciousnesstouseEnglishtocommunicatewithforeigners.Therefore,theseniorhighschoolteachingisnotonlytoteachstudentstomasterthecorrectwayofexpressioninEnglishlanguage,butalsotoenablestudentstodeveloptheinterculturalawarenesstocommunicateappropriatelyandeffectively.
Chapter2LiteratureReview
2.1DefinitionofPragmaticFailure
Pragmaticfailureisanewconceptinthelinguisticstudyfield.Itisanimportantcauseforinterculturalcommunicationproblems.ThefamousBritishpragmatistJennyThomasfirstbeginsthestudyofpragmaticfailureisinhisarticleCross-culturalPragmaticFailurein1983(BrumfitandJohnson,2009,p.307-310).Thisthesisbeginswithabriefdefinitionofsociopragmaticcompetence,andthenitgoesontodiscussthepossiblecausesofsociopragmaticfailuretolanguageteaching.FromtheperspectiveofThomas, thepragmaticfailureisdefinedas"whatismeantbywhatissaidcannotunderstandby others(Brigitte,2015,p.532)."Thestudyoflanguageinuseorlanguagecommunication andhowspeakersofalanguageusesentencestoeffectsuccessfulcommunicationwhichiscalledpragmatics.Theability tounderstandanotherspeaker’sintendedmeaningiscalledpragmaticcompetence(KathrinandChristina,2013,p.531).
Aseveryoneknowsthatpragmaticsisstudyinglanguageusageandmeaningincontext.Withinterculturalcommunicationbecomingmoreandmoreimportant,thenecessitytounderstandthelanguagemeaninginspecialcontextbecomesmorepressing(GudykunstandWilliam,2013,p.79).
2.2InterculturalPragmaticFailureStudiedAbroad
Pragmaticfailureisanewconceptinthelinguisticstudyfield.BritishlinguistThomasfirstputforwardthepragmaticfailurestudyinhisbookintheearly80s(Irina,2015,p.356).
HuangCidong,HeZiran,QianGuanlianstudythepragmaticfailurefirstlyinChina.Thomas’theorywasadoptedbythemtoresearchthedifferencesbetweenEnglishandChineseculture,andmademanyinterpretationsandexplanationsfortheconceptofpragmaticfailure(Jeffrey,2010,p.589)."Pragmaticerror"wasproposedbyHuangCidonginhisarticlePragmaticsandPragmaticErrors.Inhis article,tenpragmaticerrorswasanalysisbyhimindetail(Louise,2014,p.267).HestatesthatinlearningandteachingEnglishculture, besidesmasteringitsknowledgeandskills,differentapplicationsandfunctionsoflinguisticformsmustbepayedmuch moreattentioninvariednonverbalcontexts,andtothecommunicativesignificanceofverbalbehaviour(NoelandKatie,2016,p.13).
Pragmaticfailureisthatanaddressormakescommunicativefailurebyusingcorrectsentencesintermsofsymbolsysteminverbalcommunication(Pfingsthorn,2012,p.163),butunconsciouslyviolatinginterpersonalnorms,socialconventionsorspeakingataninappropriatetime,inaninappropriateplaceortoaninappropriateaddressee(Yule,2015,p.205).
2.3InterculturalPragmaticFailureStudiedAtHome
ItisclearthatAmericaisfullofimmigrantsfromvariouskindsofplaces,avarietyofbarriersneedtobeconfrontbyAmericans,conflicts,andfrictionsarisingfromculturaldifferencesincommunicationactivities(LiuHongda,2016,p.210).Ontheotherhand,inthewesterncountries,interculturalcommunicationfailureincultureandeducationbetweendifferentculturalbackgroundsalsoarouseinterestintheissueof communication.Inthelate1960s,thissubjectbegantobedeliveredasacoursebysomeAmericanuniversities.Upto1978,atleast200universitieshadofferedthiscurriculum(Liu Shudan,2012,p.105).Andwiththetrendofglobalization,thenumberissoaringnow.Inordertorealizethecross-culturalcommunicationpurpose,whenoneisacquiringEnglishashissecondlanguage,heoughttobeawarethatthecultureofEnglishcan’tbeseparatedfromthelanguage(ShiQianqian,2016,p.50).Tosumup,culturecan’tbeseparatedfromorignoredwhenlearningalanguageincross-culturalcommunication.Cooperativeprinciplecontainsthegeneralrules,therearefourcategoriesofmaxims:
quantity,quality,relation,andmanner(ZhangXiuyan,2015,p.206). Thepolitenessprincipleisoriginatedfromthecooperativeprinciple.Itisproposedontheindividualacceptabilityindifferentcultures,anditembodiestherespecttothe others’feeling,condition,custom,andhabit(HuZhuanglin,2011,p.203).
2.AnAnalysisofInterculturalPragmaticFailureandItsImpli_第2部分
Theimportanceofcultureintheinterculturalcommunicationisclear.Unawarenessofculturaldifferencesoftenleadstomisunderstandingorbreakdownsincommunication.Beingabletounderstanddifferentcultureisthekeytosuccessfullycommunicateandattheheartofbecomingacompetentcommunicator.cultureandcommunicationareintertwinedclosely.Ofcourse,languageisjustonepartofcommunicationandperhapsthemost
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