关联理论视角下的课堂冲突性话语分析

发布时间：2018-03-17 23:17

本文选题：冲突性话语　切入点：话语分析　出处：《东北林业大学》2014年硕士论文　论文类型：学位论文

【摘要】：冲突,就是群体之间或个体之间因其见解、利益、原则、目的等的不同所引发的某种抵触或争论状态(冉永平)。它的典型特征体现在不相容和对立性。从发生方式来说,冲突可分为言语冲突和非言语冲突。本文的研究是课堂冲突性话语,属于言语冲突的研究范围。冲突性话语指在言语交际过程中交际者之间产生的争执类的话语。这种日常生活中普遍而又复杂的言语行为,不仅是自然发生的,而且也是不可避免,不容忽视的现象,因此从80年代起,许多学者就对这一语言现象进行了分析研究。随着这些年话语分析研究的发展,国内外学者已经从不同的角度并结合语用学知识对各种冲突性话语进行了剖析,取得了许多重要的研究成果。其中最为常见的是将冲突性话语与面子威胁论、不礼貌原则等语用概念联系在一起,认为不礼貌是影响听话人面子,导致冲突的一种交际策略,并将冲突性话语归类于威胁面子的强势语。除此之外,近些年有些学者尝试运用顺应论以及关联理论去研究冲突性话语的产生,并发现其主要原因是言语中具有缺乏顺应以及关联的特性。本文运用话语分析的方式,以关联理论为理论框架,采用了实证的研究方法。在对收集的语料进行整理,分类之后,作者首先按照赵英玲提出的话步概念,针对语料呈现的特点,对课堂冲突性话语进行了结构模式的论证分析,从而来研究课堂冲突性话语是如何启始的,如何加强的,又是如何结束的。另外,针对课堂话语构建中所体现的权势特点,作者又从这一特点对话语回应策略的影响的角度,描述了在这具体的语言环境背景下所产生的语用模式。最后,本文通过将关联理论与冲突性话语的结合,运用语用学的理论来解释并证明了冲突性话语缺少关联性的本质。这一分析对如何减少甚至避免课堂冲突性话语的形成,指导教师教学的用语,促进更有效的教学等方面都具有一定的实际意义,同时也丰富了对冲突性话语在特定语境下进行分析的研究成果。尽管冲突性话语大多数情况下表现出的负面效应大于正面效应,但是对正面效应的研究也应该是不容忽视的。由于本文语料的局限性,多数的语料反映的仍然是冲突性话语的负面作用,并没有对正面作用做过多的阐述；另外,尽管课堂话语的参加者主要由教师和学生构成的,但学生不同的年龄,性别,层次,不同学科的教学老师以及不同的性别,所处语言环境的不同等等都值得我们对课堂冲突性话语进行更进一步细致的分类和研究。
[Abstract]:Conflict is a state of conflict or controversy between groups or individuals due to differences of opinion, interest, principle, purpose, etc. (Valjean Yongping). Its typical characteristics are incompatibility and opposites. Conflict can be divided into verbal conflict and nonverbal conflict. Conflict utterance refers to the dissension between communicators in the process of verbal communication. This kind of common and complex speech act in daily life is not only natural but also inevitable and can not be ignored. Therefore, since 80s, many scholars have studied this linguistic phenomenon. With the development of discourse analysis in recent years, Scholars at home and abroad have analyzed various conflicting utterances from different angles and in combination with pragmatic knowledge, and have obtained many important research results, the most common of which is the theory of conflict discourse and face threat. The pragmatic concepts such as the principle of impoliteness are linked together, and it is considered that impoliteness is a communicative strategy that affects the face of the hearer, which leads to conflict, and classifies the conflicting discourse as a strong language that threatens face. In recent years, some scholars have tried to use adaptation theory and relevance theory to study the production of conflict discourse, and found that the main reason is the lack of adaptation and relevance in speech. In this paper, discourse analysis is used, relevance theory is used as the theoretical framework, and empirical research methods are used. After sorting out and classifying the collected data, the author first follows the concept of "step" put forward by Zhao Yingling. According to the features of corpus, this paper analyzes the structural model of classroom conflicting discourse, so as to study how classroom conflicting discourse begins, strengthens and ends. In view of the power characteristics embodied in the construction of classroom discourse, the author, from the perspective of its influence on discourse response strategies, describes the pragmatic patterns in the context of this specific language environment. By combining relevance theory with conflicting utterance, this paper uses pragmatic theory to explain and prove the essence of the lack of relevance in conflict discourse, which is an analysis of how to reduce or even avoid the formation of conflicting discourse in class. The terms used to guide teachers' teaching and promote more effective teaching are of certain practical significance, and also enrich the research results of the analysis of conflicting discourse in a specific context. Although the negative effects of conflict discourse in most cases are greater than the positive effects, the study of the positive effects should not be ignored because of the limitations of the present corpus. The majority of the corpus still reflects the negative effect of conflict discourse, and does not elaborate too much on the positive role. In addition, although the participants in classroom discourse are mainly composed of teachers and students, the students have different ages, sexes and levels. Teachers of different subjects, different gender, different language environment and so on are worthy of further detailed classification and study of classroom conflicting discourse.
【学位授予单位】：东北林业大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H030

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