语境研究的认知转向及指令性言语行为的语用意义研究

发布时间：2018-09-18 15:01

【摘要】：语境是语用学、语义学、语体学、修辞学和社会语言等学科中的一个基本和核心的概念。语境研究的发展也是历史久远，经历了由传统到认知的转变。传统语境认为语境是一组静止的不变的、用以制约交际和话语理解的共有知识的集合，不会随言语交际的发展而变化，忽视了交际双方的构建作用。塞尔认为言语行为是言语交际的最小单位，同时需要借助于语境来理解言外之力。但是，传统语境在言语交际中，尤其是对交际双方话语的言外之力的理解上有很大的局限性。从认知的角度看，传统的语境研究忽略了交际主体的主观能动性，没有将交际主体的心理因素和动态的话语处理过程纳入研究范围。由于意义的产生是人的心理活动的结果，所以撇开人的主观能动作用讨论语用意义是不能解释主体如何生成语境或如何借助语境因素推导意义的。因此，语境研究逐渐转向认知语境研究。认知语境观从认知的角度动态的研究语境，解释了话语意义的理解过程就是认知主体对认知语境假设不断进行推理的动态过程。指令性言语行为，作为言语行为的一个分支，在日常生活和社会交往中十分普遍。然而，人们经常有话不直说，要依靠语境才能理解说话人的真正意图。恰当的使用和理解指令性言语行为的语用意义能够协调人际关系，成功地进行交际。认知语境在对解释言语行为的言外之力上更具有说服力，使人们在交际中依靠认知语境来获得言外之力，取得交际成功。基于已有的指令性言语行位的研究，前人的研究多从跨文化、语义、语用的角度进行分析。从认知角度出发进行研究的成果却显得干瘪。本文尝试以Sperber和Wilson的认知语境和关联理论为理论基础，从认知语用视角对指令性言语行为进行语用意义研究。本文将通过定性的方法进行研究，如实回答如下三个问题：（1）语境研究的认知转向路径是什么?（2）为什么在认知语境的帮助下能更好地解释指令性言语行为的言外之力？（3）在认知语境视角下，指令性言语行为的语用意义是如何从听者和言者两方面完成的？本文的研究目的是要说明言外之力是话语的深层意义，产生于交际主体和客观世界的互动，，植根于使用者对世界的理解和信念。认知语境是交际主体对客观世界的心理认知。因此，从认知语境的角度出发，说话者通过认知语境能更准确、适度的发出言外之力，听话者通过认知语境能更准确的理解言外之力，获得语言行为的语用意义，也是说话者的交际意图。全文共分五个部分。第一部分介绍研究的重要性、目的和全文的框架。第二部分为文献综述，分别概述了语境和言语行为研究的国内外状况，并总结了语用意义的研究现状及指出目前言语交际中仍存在的问题。第三部分是本文的主体之一，阐明了语境研究的认知转向。首先介绍了传统语境的特点及在言语交际中的功能；接下来结合关联理论介绍了认知语境及其特点；然后说明语境研究认知转向的路径，体现出认知语境在解释言语行为的优越性。第四部分分析了语境研究的认知转向对指令性言语行为语用意义的研究。首先阐述认知语境对理解言外之力的功能。然后从说话人和听话人的角度分析认知语境视角下指令性言语行为的语用意义的表达及理解，以达到交际成功。第五部分是结论部分。
[Abstract]:Context is a basic and core concept in the fields of pragmatics, semantics, stylistics, rhetoric and sociolinguistics. Context studies have a long history and undergone a transformation from tradition to cognition. Searle holds that speech act is the smallest unit of verbal communication and needs context to understand the illocutionary force. However, traditional context has great limitations in verbal communication, especially in understanding the illocutionary force of the two parties. From the cognitive point of view, the traditional contextual study neglects the subjective initiative of the communicative subject and does not include the psychological factors and dynamic discourse processing of the communicative subject. Therefore, the study of context is gradually shifted to the study of cognitive context. Cognitive context studies context dynamically from a cognitive perspective, explaining that the process of understanding discourse meaning is a dynamic process in which cognitive subjects constantly infer the hypothesis of cognitive context.
As a branch of speech acts, instructional speech acts are very common in daily life and social intercourse. However, people often have to rely on context to understand the real intentions of the speaker. Cognitive context is more persuasive in explaining the illocutionary power of speech acts, making people rely on cognitive context to achieve illocutionary power in communication and achieve success in communication. Based on Sperber and Wilson's cognitive context and relevance theory, this paper attempts to study the pragmatic meaning of directive speech acts from a cognitive pragmatic perspective. What can better explain the illocutionary power of directive speech acts with the help of cognitive context? (3) How can the pragmatic meaning of directive speech acts be achieved from the listener and the speaker?
The purpose of this study is to illustrate that illocutionary force is the deep meaning of utterance, which originates from the interaction between the communicative subject and the objective world and is rooted in the user's understanding and belief of the world. Cognitive context is the psychological cognition of the communicative subject to the objective world. Appropriate illocutionary force enables the listener to understand the illocutionary force more accurately through cognitive context, and to acquire the pragmatic meaning of linguistic behavior, which is also the speaker's communicative intention.
The first part introduces the importance, purpose and framework of the study. The second part is a literature review, which summarizes the current situation of the study of context and speech act at home and abroad. Firstly, this paper expounds the cognitive turn of context study. Firstly, it introduces the characteristics of traditional context and its functions in verbal communication; secondly, it introduces cognitive context and its characteristics in combination with relevance theory; and then explains the path of cognitive turn of context study, reflecting the superiority of cognitive context in interpreting speech acts. The cognitive turn of context study is to study the pragmatic meaning of Directive Speech acts. Firstly, the function of cognitive context in understanding the illocutionary force is elaborated. Then, from the perspective of speaker and hearer, the expression and understanding of the pragmatic meaning of directive speech acts from the perspective of cognitive context are analyzed in order to achieve communication success.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H030

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