美国来华留学生汉语恭维语应答策略研究

发布时间：2018-09-18 16:12

【摘要】：恭维语被看作是“社会的润滑剂”,传递了恭维者的赞美、钦佩等美好感情,同时也拉近了人与人之间的社会距离。人们恭维别人,自然也会受到别人的恭维。随着中国的经济社会不断发展,越来越多的外国人来到中国学习和工作。对于他们而言,掌握汉语恭维语及其应答策略对日常交际十分有利。近四十年来,恭维语应答成为语言学研究的热点之一,语用学、社会语言学、心理语言学、跨文化交际等领域的学者相继对这一言语行为展开研究。但是大部分的调查情境都设置在英语语境下,对汉语语境下的恭维语应答的研究相当欠缺。本文采用社会语言学的理论和方法,通过对美国来华留学生汉语恭维语应答策略进行描写,并分析产生差异的原因,进而提出改进课堂教学中涉及到恭维语方面教学的建议。本文将会以言语行为理论为基础,以合作原则、礼貌原则、性别差异理论、语用迁移理论为指导,分析美国来华留学生汉语恭维语应答的分布状况。其中,确立了自变量和语言依变量两类变量。自变量包括性别、汉语水平；语言依变量为恭维语应答策略,二者存在系统互动的关联。本文提出了四个研究问题：(1)总体上来说,美国来华留学生汉语恭维语的应答策略是什么?(2)不同性别的美国留学生汉语恭维语的应答策略是什么,存在何种差异?(3)汉语水平不同的美国留学生汉语恭维语的应答策略是什么,存在何种差异?(4)分析存在差异的原因并试图提出有针对性的教学建议。通过语篇补全测试、访谈和自然观察搜集语料,借助SPSS软件系统的卡方检验进行定量分析,同时从社会语言学的角度进行定性分析。研究结果表明：(1)总体上来看,赞同策略是美国来华留学生使用的主要应答策略,尤其是明确接受策略；(2)在口头交际过程中,美国来华留学生开始倾向于选用含蓄接受和间接拒绝策略；(3)男性在含蓄接受和直接拒绝策略的使用上高于女性；女性则更多采用明确接受和间接拒绝策略；(4)从口头交际来看,初级水平美国留学生恭维语应答策略使用较为单一,多为明确接受策略；中级水平美国留学生恭维语应答策略的使用情况良好,但是偶尔会出现误用现象；高级水平美国留学生恭维语应答策略的使用较为丰富。此外,本文还运用社会语言学和语用学的相关理论来分析美国来华留学生汉语恭维语应答策略出现差异的原因。对认知信息不同的处理方式造成了问卷调查与访谈、自然观察的数据有所出入；人类后天生长的亚文化环境则是性别差异的主因；而二语习得的时间长短、语用迁移等因素又会影响不同汉语水平的美国留学生汉语恭维语应答方式。本研究较为系统地考察了美国来华留学生的汉语恭维语应答这一言语行为,并且站在社会语言学的角度,扩展了性别差异理论和语用迁移理论,在一定程度上揭示了社会文化因素对语言使用的重要影响,同时又给言语交际以及将汉语作为第二语言的课堂教学提供了借鉴,具有一定参考价值。
[Abstract]:Compliments are regarded as "social lubricants", conveying compliments, admiration and other good feelings, but also closing the social distance between people. People compliment others, naturally, will be complimented by others. With the continuous development of China's economic and social development, more and more foreigners come to China to study and work. To master Chinese compliments and their response strategies is very beneficial to daily communication.
In the past forty years, compliment response has become one of the hot topics in linguistics. Scholars in the fields of pragmatics, sociolinguistics, psycholinguistics and intercultural communication have successively studied this speech act. Based on the theories and methods of sociolinguistics, this paper describes the Chinese compliment response strategies of American students in China, analyzes the reasons for the differences, and puts forward some suggestions for improving the teaching of compliments in classroom teaching.
Based on the Speech Act Theory and guided by the Cooperative Principle, Politeness Principle, Gender Difference Theory and Pragmatic Transfer Theory, this paper analyzes the distribution of compliment responses in Chinese by American students in China. The Uygur response strategy has two systems interaction.
This paper raises four research questions: (1) Generally speaking, what are the Chinese compliment response strategies of American students in China? (2) What are the Chinese compliment response strategies of American students of different genders and what are the differences? (3) What are the Chinese compliment response strategies of American students with different Chinese proficiency and what are the differences? Differences? (4) analyze the reasons for the differences and try to propose targeted teaching suggestions.
The corpus is collected through text completion tests, interviews and natural observations. Quantitative analysis is carried out with the help of chi-square test of SPSS software system, and qualitative analysis is carried out from the perspective of sociolinguistics.
The results show that: (1) Generally speaking, approval strategy is the main response strategy used by American students in China, especially explicit acceptance strategy; (2) In oral communication, American students tend to choose implicit acceptance and indirect refusal strategies; (3) Men use implicit acceptance and direct refusal strategies. Females are more likely to adopt explicit acceptance and indirect refusal strategies. (4) From the perspective of oral communication, the use of compliment response strategies by primary American students is relatively simple, mostly explicit acceptance strategies. The use of compliment response strategies by intermediate American students is good, but occasionally misuse occurs. High level American students use more compliment response strategies.
In addition, this paper uses the theories of sociolinguistics and pragmatics to analyze the reasons for the differences in Chinese compliment response strategies among American students in China. However, the duration of second language acquisition, pragmatic transfer and other factors will affect the Chinese compliment response of American students with different Chinese proficiency.
This study investigates the speech act of Chinese compliment response of American students in China systematically. From the perspective of sociolinguistics, it extends the gender difference theory and pragmatic transfer theory, reveals to a certain extent the important influence of socio-cultural factors on language use, and at the same time, it also gives speech communication and Chinese. As a second language classroom teaching, it can be used for reference and has certain reference value.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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