二语习得者道歉言语行为研究
发布时间：2018-09-04 06:05
【摘要】：二语习得属于语言学的一个分支,研究外语习得者如何学习外语。在二语习得领域,许多学者已经进行实证研究,研究中国英语学习者与英语本族语者的异同。但是,关于中国英语习得者的言语行为的表现能力的研究却相对较少。本文从这方面入手,从道歉的策略以及道歉策略的分布来研究中国英语习得者的道歉这一言语行为的语用能力,并且从跨文化角度分析中国英语习得者和英语本族语者在直接表达道歉这一策略上的差异。 道歉是言语行为的一种形式,是“表达情感意义的社会行为”,是“表现礼貌,不管是出于对听话人面子的保护还是自己下意识的去道歉”。至于道歉策略,本文研究了好几项策略。第一种道歉策略是直接道歉。第二种道歉策略是认可应负责任。第三种道歉策略是解释说明。第四种道歉策略是采用补偿手段。第五种道歉策略是允诺或保证不再犯错误。第六种道歉策略是使用加强道歉语气的标识词。第七种策略是减轻责任。第八种策略是表达对受害者的关心。此八条策略的道歉策略框架是本文所分析的依据,其中第一种和第二种道歉策略为重点研究。 本论文旨在通过对比英语本族者使用道歉情况来研究中国英语学习者使用道歉的情况,道歉的策略以及策略分布。同时,对于中国英语学习者和英语本族语者使用直接道歉策略进行跨文化分析。 本论文主要研究以下几个问题： 1.中国英语学习者道歉策略是怎样的?英语本族语者道歉策略是怎样的?有什么异同? 2.中国英语学习者道歉策略的分布是怎样的?英语本族语者道歉策略的分布是怎样的?有什么异同? 3.从跨文化角度来看,中英两种语言中道歉表现语有什么样的异同? 该研究基于问卷调查展开的。问卷设计了七个场景,每个场景后面提供八个选项,以及这八个选项相应的道歉策略所采取的行动。参加问卷的有六十五名本校学生,其中包括四十五名中国学生以及二十名美国留学生。通过对问卷的结果进行定量分析发现中英学生使用道歉策略存在差异性。 调查发现,从宏观来看,美国留学生倾向于采用第二种道歉策略,即认可应负责任。他们使用这种策略的频率高于中国英语学习者；从微观来看,在这八种道歉策略中,第一种和第二种道歉策略,即直接道歉和认可应负责任,普遍被中国英语学习者和美国留学者采用。本研究还发现,从跨文化角度看,尽管中国英语学习者学了英语以及与英语相关联的文化,但是他们在道歉这一言语行为方面的表现,仍与英语本族语者有很大的差异。 该研究对二语习得中言语行为的表现、二语习得者道歉言语行为的表现,以及道歉策略及其分布提供了一定的见解。并且,该研究能引导二语习得者培养跨文化意识,在使用英语的时候能够接近英语本族语者。
[Abstract]:Second language acquisition is a branch of linguistics that studies how foreign language learners learn a foreign language. In the field of second language acquisition, many scholars have conducted empirical studies on the similarities and differences between Chinese English learners and native English speakers. However, there are relatively few studies on the expressive competence of speech acts of Chinese English learners. In this respect, the pragmatic competence of Chinese EFL learners'apology is studied from the perspectives of apology strategies and the distribution of apology strategies, and the differences between Chinese EFL learners and native English speakers in the direct expression of apology are analyzed from a cross-cultural perspective.
Apology is a form of speech act, a social act of expressing emotional meaning, and a kind of "politeness, whether it is out of the protection of the hearer's face or out of his own subconscious apology". Responsibility. The third kind of apology strategy is to explain. The fourth kind of apology strategy is to use compensation. The fifth kind of apology strategy is to promise or promise not to make a mistake again. The sixth kind of apology strategy is to use a sign to strengthen the tone of apology. The seventh kind of apology strategy is to reduce responsibility. The eighth kind of apology strategy is to express concern for the victim. The framework of apology strategy is the basis of this paper. The first and second apology strategies are mainly studied.
The purpose of this study is to investigate the use of apology by Chinese EFL learners, its strategies and strategies by comparing the use of apology by native English speakers.
This thesis mainly studies the following questions:
1. What are the apology strategies of Chinese English learners? What are the apology strategies of native English speakers? What are the similarities and differences?
2. What is the distribution of apology strategies among Chinese EFL learners? What is the distribution of apology strategies among native English speakers? What are the similarities and differences?
3. what are the similarities and differences in apology expressions between Chinese and English from a cross cultural perspective?
The study was based on a questionnaire survey. Seven scenarios were designed, each with eight choices and the actions taken by the eight choices. Sixty-five students, including 45 Chinese students and 20 American students, participated in the survey. Quantitative analysis showed that there were differences in apology strategies between Chinese and British students.
The survey found that, from a macro perspective, American students tend to adopt the second apology strategy, i.e. acceptance of responsibility. This study also finds that, from a cross-cultural perspective, although Chinese EFL learners learn English and the culture associated with it, their performance in the speech act of apology is quite different from that of native speakers.
This study provides some insights into the performance of speech acts in second language acquisition, the performance of apology speech acts in second language learners, and apology strategies and their distribution.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H030
本文编号：2221236
[Abstract]:Second language acquisition is a branch of linguistics that studies how foreign language learners learn a foreign language. In the field of second language acquisition, many scholars have conducted empirical studies on the similarities and differences between Chinese English learners and native English speakers. However, there are relatively few studies on the expressive competence of speech acts of Chinese English learners. In this respect, the pragmatic competence of Chinese EFL learners'apology is studied from the perspectives of apology strategies and the distribution of apology strategies, and the differences between Chinese EFL learners and native English speakers in the direct expression of apology are analyzed from a cross-cultural perspective.
Apology is a form of speech act, a social act of expressing emotional meaning, and a kind of "politeness, whether it is out of the protection of the hearer's face or out of his own subconscious apology". Responsibility. The third kind of apology strategy is to explain. The fourth kind of apology strategy is to use compensation. The fifth kind of apology strategy is to promise or promise not to make a mistake again. The sixth kind of apology strategy is to use a sign to strengthen the tone of apology. The seventh kind of apology strategy is to reduce responsibility. The eighth kind of apology strategy is to express concern for the victim. The framework of apology strategy is the basis of this paper. The first and second apology strategies are mainly studied.
The purpose of this study is to investigate the use of apology by Chinese EFL learners, its strategies and strategies by comparing the use of apology by native English speakers.
This thesis mainly studies the following questions:
1. What are the apology strategies of Chinese English learners? What are the apology strategies of native English speakers? What are the similarities and differences?
2. What is the distribution of apology strategies among Chinese EFL learners? What is the distribution of apology strategies among native English speakers? What are the similarities and differences?
3. what are the similarities and differences in apology expressions between Chinese and English from a cross cultural perspective?
The study was based on a questionnaire survey. Seven scenarios were designed, each with eight choices and the actions taken by the eight choices. Sixty-five students, including 45 Chinese students and 20 American students, participated in the survey. Quantitative analysis showed that there were differences in apology strategies between Chinese and British students.
The survey found that, from a macro perspective, American students tend to adopt the second apology strategy, i.e. acceptance of responsibility. This study also finds that, from a cross-cultural perspective, although Chinese EFL learners learn English and the culture associated with it, their performance in the speech act of apology is quite different from that of native speakers.
This study provides some insights into the performance of speech acts in second language acquisition, the performance of apology speech acts in second language learners, and apology strategies and their distribution.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H030
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