指令言语行为语用分类特征的分析

发布时间：2018-05-03 07:15

本文选题：指令言语行为 + 分类　；参考：《北京外国语大学》2017年硕士论文

【摘要】：言语行为理论是语用学的重要理论之一。相比于西方学者,俄罗斯学者对俄语言语行为的语言特征研究具有自己独特的方法和角度。虽然对于指令言语行为的界定俄罗斯学术界己基本达成共识,但是对于指令言语行为的分类及其标准却莫衷一是。俄罗斯研究过指令言语行为分类及其标准的学者有(?)(?)(?)等。大多数俄罗斯学者将指令言语行为划分为三大类:命令言语行为、建议言语行为和请求言语行为。但是由于所采用的标准存在分歧,在具体某个言语行为的归类,主要言语行为亚类的划分、以及其它类型指令言语行为的存在(有学者划分了三类以上指令言语行为)等问题上众说纷纭。因此确定各类言语行为的特征、制定分类标准具有很大的现实意义。确定更加实用的分类标准不仅有助于更加系统、精确地对各类言语行为及其亚类进行定义和分类、而且在现实生活中的言语交际中对听话人正确判定说话人的指令言语类型、作出正确回应,以及对说话人根据自身意图需要、正确实施指令言语行为具有一定的指导意义。本论文旨在分析、确定各类指令言语行为的语用特征,为指令言语行为的划分和交际中指令言语行为类别的鉴别提供标准和依据。为此作者在本论文中主要需要解决以下问题:依据言语行为理论的基本概念和言语行为的分类,理清指令言语行为的基本特征、层次、组成和本质,分析俄罗斯(苏联)学者对指令言语行为的分类及其分类标准指出其不足之处,提出本论文确定指令言语行为分类的主要特征。论文选取俄语文学作品或日常生活用语中的指令言语行为作为观察对象。对于例句、对话的分析采用了语用分析的方法;此外,为确定指令言语行为的语义内容和语用内涵,本文还采用了词汇词义分析法和语法分析法。本论文的研究价值在于,传统学者研究的视角都是从说话人、听话人和指令内容((?))之间实际存在的关系入手,分析指令言语行为的语用特征,忽略了指令言语行为最为关键的方面—言语行为本身语力的特征。本文正是从指令言语行为的语力特征—指令意图的语力表达手段入手,确定各类指令言语行为的区别特征。本论文主要包括前言、第一章、第二章、第三章、结论以及参考文献。前言主要介绍了本文的研究的对象和任务、研究的现实意义和理论实用价值、研究的创新之处、研究方法以及论文的结构布局。第一章为本文的理论基础。主要介绍言语行的基本概念、经典言语行为理论(奥斯汀、塞尔)以及各国学者对言语行为的分类。第二章主要确定本文研究对象以及研究现状。主要包括指令言语行为的定义、其主要特征和结构的简述、指令言语行为分类的研究(主要为俄罗斯学者,提及了塞尔、欧美以我国指令言语行为分类的研究)、详细介绍了具有代表性的几种言语行为分类方法和标准。结尾总结了学者对言语行为的分类及其指定的分类特征的特点。第三章主要分析俄罗斯学者提出的分类标准的不足。在其分类经验的基础上,我们制定了确定各类指令言语行为语用区别特征的方法步骤。首先简要总结了前人研究的影响指令言语行为选择的各种因素,然后根据这些因素总结了其背后的本质因素-说话人和听话人的物质生理需求、情感需求、社会需求和价值观需求。在这些本质因素的基础上,我们引入了 C1和C2概念(指令内容的完成符合说话人和听话人主要需求的程度)。最后我们根据说话人发出指令言语行为时表达的语力特征与C1、C2的对应关系-高C1(即指令内容对说话人主要需求的符合度较高)存在的显著度和高C2存在的确定度。为了简单描述这两个概念,我们引入两个术语—说话人的"能愿度"和指令的"强制度"。最后我们总结了我们分析得出的各个结论。
[Abstract]:The theory of speech act is one of the important theories of pragmatics. Compared with western scholars, Russian scholars have their own unique methods and angles on the study of the linguistic features of Russian language behavior. Although the Russian academic circle has basically reached consensus on the definition of instruction speech act, it is the classification and standard of instruction speech act. The Russian scholars have studied the classification and standards of the Directive Speech Act (?) (?). Most Russian scholars divide the instruction speech act into three categories: Command speech act, speech act and request speech act. However, due to the differences used in the standard, the classification of specific speech acts, The division of the subcategories of the main speech acts, as well as the existence of the speech acts of other types of instructions (with the division of the three classes of instructions and speech acts), and other issues are varied. Therefore, it is of great practical significance to determine the characteristics of all kinds of speech acts and to establish a classification standard. It defines and classifies all kinds of speech acts and their subclasses accurately, and in the verbal communication of real life, it has a certain guiding significance for the hearers to correctly judge the language type of the speaker, and to make a correct response to the speaker, as well as to the speaker's correct implementation of the instruction speech act according to the needs of his own intention. In this paper, the author needs to solve the following questions: according to the basic concept of speech act theory and the classification of speech act, the author clarifies the instruction speech act. The basic characteristics, levels, composition and nature of the Russian (Soviet Union) scholars have pointed out the shortcomings of the classification and classification standards of the verbal behavior of the Russian (Soviet Union), and put forward the main characteristics of the classification of the instruction speech act in this paper. In addition, in order to determine the semantic content and pragmatic connotations of the verbal behavior of instruction, this paper also uses lexical meaning analysis and grammatical analysis. The research value of this paper is that the perspectives of the traditional scholars are from the speaker, the hearer and the instruction content ((?)). On the basis of the relationship, the pragmatic features of the instruction speech act are analyzed, and the most important aspect of the verbal behavior, the language force of speech act, is ignored. This paper, starting with the means of verbal force expression of instruction speech act, determines the distinguishing features of all kinds of instruction speech acts. The main package of this paper is the main package of this paper. Including the preface, the first chapter, the second chapter, the third chapter, the conclusion and the reference. The preface mainly introduces the object and task of this study, the practical significance and practical value of the research, the innovation of the research, the research method and the structural layout of the thesis. The second chapter mainly includes the definition of the speech act of instruction, the main features and the structure, the study of the classification of instruction speech act (mainly for Russian scholars, Searl, Europe and America). In the study of the classification of verbal behavior in China, the classification methods and standards of representative speech acts are introduced in detail. At the end, the classification of speech acts and the characteristics of the classified characteristics are summarized. The third chapter mainly analyzes the shortcomings of the classification criteria proposed by the Russian scholars. On the basis of their classification experience, I We have formulated the methods and steps to determine the pragmatic differences in the verbal behavior of various directives. First, it briefly summarizes the various factors that have been studied by previous studies on the choice of verbal behavior, and then summarizes the essential factors behind them - the physical and physical needs of the speaker and the hearer, the emotional needs, the social needs and the values needed. On the basis of these essential factors, we introduce the concept of C1 and C2 (the degree of the completion of the instruction content to meet the main needs of the speaker and the speaker). Finally, we are based on the correspondence of the language force characteristics expressed in the speech act of the speaker and the corresponding relationship between the C1 and the C2 - the higher C1 (that is, the consistency of the instruction content to the speaker's main requirements. " In order to simply describe the two concepts, we introduce two terms - the "ability to wish" and the "strong system" of the instructions. Finally, we summarize the conclusions that we have analyzed.

【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H35

【参考文献】