论文范文Word格式文档下载.docx
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论文范文Word格式文档下载.docx
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浅析语用学理论在长安一中初中_
部英语课堂的应用
专业名称:
英 语
学生姓名:
乔奇瑞
学生学号:
学生班级:
指导教师:
1044061009
英语1001
李红霞
毕业时间:
二〇一四年六月
PRAGMATICSINENGLISHCLASSOFXI’ANCHANGANNO.1MIDDLESCHOOL
BY
QiaoQirui
ATHESIS
SUBMITTEDINPARTIAL
FULFILLMENTOFTHEREQUIREMENTS
FORTHEDEGREEOFBACHELOROFARTSTO
YAN’ANUNIVERSITY
JUNE2014
Abstract
Bythemethodsofsurvey,discussioncombinedwiththelatestresearchfruits,thepaperaimsatfindingouttheapplicationofillocutionaryactandthecooperativeprincipleinjuniorhighschoolEnglishclass,theadvantagesofthesetheoriesandtheproblemswhichneedattention,thefactorsofsuccessfulEnglishclass,andtherolesstudentsandteachersneedtoplayinordertomakegooduseofillocutionaryactandthecooperativeprinciplewhenstudyingacademicsubjects.Afterthegeneralunderstandingandintroductiontothesourcesofillocutionaryactandthecooperativeprinciple.ThearticlediscussestheillocutionaryactinEnglishclassandthecooperativeprincipleinEnglishclass.Intheend,juniorschoolstudentsandteachersareencouragednotonlytostudytheknowledgeofEnglishhard,butalsotoobservetotheirwaysintheclass,soastoincreaseefficiencyinEnglishclass.
Keywords:
illocutionaryact;
thecooperativeprinciple;
Englishclass;
juniorhighschool
摘要
本篇论文采用调查和讨论的方法,并结合最新研究成果,旨在发现长安一中初中英语教学和学习中的应用情况,行事行为理论与合作原则在课堂应用的优点和需要关注的问题,成功英语课堂的因素和学生与老师应如何担当的角色来应用这两理论。
这篇论文首先解释两个理论的意思和来源,其次讨论了行事行为在课堂应用和合作原则在课堂应用。
论文最后鼓励初中生和老师不只是学习与传授英语知识,同时要在此过程中注意方法才能提高英语课堂学习效率。
关键词:
行事行为;
合作原则;
英语课堂;
初中
TableofContents
1.Introduction1
2.ThetheoriesofpragmaticsinEnglishclass3
2.1ThecooperativeprincipleinjuniorhighschoolEnglishclass3
2.1.1Thedefinitionofthecooperativeprinciple4
2.1.2Fourcategoriesofthecooperativeprinciple5
2.2TheillocutionaryacttheoryinEnglishclass6
2.3TherelationshipbetweenmaximsandEnglishclass8
2.4TherelationshipbeweenpragmaticsandEnglishclass9
3.TheattitudinalstudyoftwotheoriesinEnglishclass10
3.1Participants,researchmethodsandmaterial10
3.2Researchresults10
3.2.1Generalconditionsofstudent’sattitudetowardsEnglishclass10
3.2.2Problemsfoundoutfromthesurveyresults16
3.3Discussionandsuggestion16
4.Conclusion19
Bibliography21
AppendixAChineseversionofthequestionnaire22
AppendixBEnglishversionofthequestionnaire24
AppendixCChineseversionofabriefintroductionofXi'
anNo.1MiddleSchool26
AppendixDEnglishversionofabriefintroductionofXi'
anNo.1MiddleSchool27
Acknowledgements29
1.Introduction
Withthedevelopmentofmarketeconomy,thepasttwodecadeshavewitnessedasteadyenhanceofEnglishLanguageTeachinginjuniorhighschoolEnglishteaching,computersandotherteachingequipmentsareprovidedinschools.However,EnglishLanguageTeachingisstillfarfrombeingsatisfactory,andunabletomeettheneedsofthepoliticalandeconomicdevelopmentofthecountry.SomestudentswhohavelearnedEnglishforthreeyearscouldnotevensayasimplecorrectsentenceorperformthebasiccommunicativefunctions.Thisessayanalyzespragmatics–thetheoryofillocutionaryactandthecooperationprincipleincontextsofEnglishclassinXi’anChang’anNO.1MiddleSchool,andtextanalysisonteachingapplication.
Pragmaticsisconcernedwithpeople’suseoflanguageasaformofbehaviororsocialaction(Cheng,2013).Languageisthuslinkedtohumanlifeingeneralbyvirtueofitsuse.Typically,communicationbetweenteachersandstudentsinclass,withtheadventofthecommunicativeapproachtolanguageteaching,theconceptofcommunicativecompetencegainedincreasingattentionfrombothlanguageteachersandlanguageacquisitionresearchers.Thischangeinperspectiveentails,amongotherfactors,awideningofthenotionoflanguageproficiencytoincludenotonlythetraditionalareasofgrammar,lexisandphonology,butalsopragmaticcompetence,thatis,theabilitytouselanguageaccordingtotheculturalnormsofthetargetlanguagesociety.Inaddition,thedevelopmentofforeignlanguagelearners’pragmaticcompetenceisanimportantobjectiveofforeignlanguageteachingandlearning,whichisgreatlyinfluencedbyclassroomteaching(Rao&
Wang,2014,p.24).TraditionalmethodsbeingwidelyusedinEnglishteachingemphasizeonthe
languagerules,andonrotememorizationofgrammaticalrulesandvocabulary,andtheyalsoneglectthecommunicativecompetence.EveninoralEnglishteachingclass,teachersalsoignoregivingthechanceforstudentstopracticetheirspokenEnglishorusethewrongapproachtoteach(Chen,2013,p.67).Therefore,itisachallengeforEnglishteacherstofindeffectivewaystotrainandcultivateproficientlanguagepersonally.Unfortunately,agoodmethodcannothavemoreeffectiveresultsuselessitisoperatedinasuitableenvironmentandbyvalidstrategies.Weknowthattrainingstudents’linguisticcompetencetoagreatextentdependsontheorganizationalstyleofteaching.ThedecisionmadebytheStateEducationCommissionofChinalaystressonthelearningmethodofresponsibility,cooperationanddiscussionemphasizeandadvocatecooperativelearningandmutualimprovement.Thus,itcanbeseenthatcooperativeprincipleinclassisessentialandimportant.Cooperativeleaningadvocatesthatactivecooperationbetweenstudentsinthelearningprocessishelpfultochangetheone-waycommunicationbetweenteacherandstudentsintomutualcommunicationonbothsides(Yang,2009).HuChun-donginhisbookoftheEnglishTeachingabooksaidto“studentsarethebuildingCultureisthearchitecturalstyle,languageistheconstructionentity,whiletheteacheristhearchitect”(Hu,1990,p.335)ThedominantroleofsecondaryschoolEnglishteachersshouldteach,teachculture,manifestedinteachinglanguageintegration(Chen,2011,p51).Thus,itisnecessarytodiscusspragmaticsinEnglishclass.
Thisthesisiscomposedoffourparts,includingthetheoryofillocutionaryactandthecooperativeprinciple,analysisoftheoryofillocutionaryactinEnglishclassinmiddleschool,abriefdiscussionaboutthecooperationprincipleinEnglishclassinsecondaryschool,thepaperalsousesmethodsforfieldresearchtojuniorhighschool’sEnglishclass.
2.ThetheoriesofpragmaticsinEnglishclass
TherearetwomaintheoriesinPragmatics,whicharethecooperativeprincipleandtheillocutionaryacttheory.Thetwotheoriesbeingspecialandinseparablepartsoflanguage,aretheinstrumentandshellofthinking.TheformerabbreviatedasCP,ithasfourcategoriesofmaximsasthefollows:
quality,quantity,relation,manner.Thelatterisabouttheintendedactbehindsayingsomething.ThispartfocusesontheillocutionaryacttheoryandthecooperativeprincipleinEnglishclassinXi’anChang’anNO.1MiddleSchool.
2.1ThecooperativeprincipleinEnglishclass
Conversationisanessentialactivityinhumancommunications.Thestudyofpragmaticshasfocuseditsattentiononthedifferencebetweenthe‘meaning’and‘implicature’ofconversationbecauseitisthebasisuponwhichhumancommunicationsarebuiltupandbecausemanypragmaticproblemsareraisedwhenaconfusionofmeaningandimplicatureoccurs.Thetheoryofconversationalimplicatureistheconceptofnaturalmeaning,whichwasfirstoutlinedbyHerbertPaulGriceinhislecturesatHarvardUniversityin1967.Inordertoguaranteeasuccessful,accurateandeffectivecommunication,thetwosidesofacommunicationarerequiredtoarriveatacommonaimandadoptacooperativeprinciplethroughoutcommunication.Gricecalledthis‘cooperativeprinciple’(abbreviatedasCP)towhichthetwosidesshouldequallyconform.Itconsistsoffourpragmaticssub-principles,or‘maxims’:
maximofquantity,maximofquality,maximofrelationandmaximofmanner.AccordingtotheCP,bothsidesofacommunicationhavethedesiretoensureasuccessful,accurateandeffectivecommunication.Thuspeoplearerequiredtoobeysomeprinciplesormaxims.Griceantheorycanwellexplaintheextrameaningofanutterance,namelytheparticularizedconversationalimplicatureornon-standardimplicature,yettherestillexistsomeflaws.Theeffectivewayofunderstandingutterancebeyondwords,andhasbecomeoneofthefoundationsinallpragmatictheories.Theanalysisofcooperativeprinciplenotonlyenablesustonotethatdifferentcooperativeprinciplesexistindifferentculturesbutalsohelpstoenhancecommunicativecompetencebetweenteachersandstudents.Asusual,
thecooperativeprincipleinEnglishclassisignoredbutitexists.Thefollowingexamples
canillustratethispoint:
thematerialschoosefromGradeEightVolumeOneEnglishbook(Liu&
Zheng,2013).
Unit1What’sthematter?
(SectionB2b)
A.Quantitymaxim
Teacherpointedthepassageandasked:
“WheredidtheaccidenthappenedonApril26,2003?
”
Studentsanswered:
“IthappenedinUtah”,whiletheanswerthatAronwasclimbinginthemountainsinUtahisbetter,studentsanswerisnotbelongtoquantitymaxim.
B.Qualitymaxim
Teacherasked:
“Whycouldn’tAronmove?
”
Studentsshouldsay:
“Aron’sarmwascaughtundera2,000-kilorockthatfellonhimwhenhewasclimbingbyhimselfinthemountains”.
C.Mannermaxim
Whenteacheraskedstudents
“Whatdoes‘betweenarockandahardplace’means?
”ifstudentsdon’tfocusonthepass,theywillitdifficulttounderstandthequestion.Thequestionshouldask:
“Whatdoes‘betweenarockandahardplace’meansinthepassage?
”Teacherchangethemannertoe
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