基于Hofstede文化维度理论框架下的英汉言语行为对比：请求和拒绝

发布时间：2018-07-07 15:21

本文选题：文化价值 + 言语行为　；参考：《鲁东大学》2013年硕士论文

【摘要】：在跨文化交际中，英语学习者经常会出现跨文化语用失误。虽然在语法、词汇等方面造诣颇深，但是若对于目的语文化不求甚解，也会导致跨文化交流的失败。因此，本文对中国人和美国人在使用日常生活中广泛应用的请求和拒绝这两种言语行为进行一些调查研究。本文主要研究三个问题：造成语用失误的原因是什么；英汉请求和拒绝言语行为的具体区别是什么；中国人和美国人主要采用什么请求和拒绝策略。本文以Austin和Searle的言语行为理论和Hofstede的文化维度理论为依据，在原有理论的基础上，试图通过例证来分析这些问题，以来源于文学作品的经典例子和一个两小时的录音材料为研究对象。考虑到受试者的选择将会影响到研究结果，因此本研究选取的受试者全部为在校大学生，保证所有受试者有相似的教育程度；另外，中国受试者为母语是汉语的非英语专业学生，美国受试者为母语是英语的非外语专业学生。本文主要目的是找出英汉请求策略和拒绝策略使用上的差异，并帮助英语学习者有效地培养跨文化交际能力，促进跨文化交际的成功。数据分析结果显示，受试者在请求策略方面都尽可能间接的并礼貌的实施，但中国人和美国人实施的方法不尽相同。中国人在实现请求策略的同时喜欢添加不同的称呼语，使用祈使句，并进行说明理由和解释；而美国人更喜欢使用情态动词，，疑问句，运用不同的、复杂的句子结构。受试者在实现拒绝策略方面，美国人较中国人更频繁使用直接拒绝策略，中国人在日常对话中更多地使用间接拒绝策略。此外，中国受试者是随机选取的中国在校大学生，丰富了原有文化维度理论只从台湾选取受试者的材料内容，进一步证实了中国人倾向于集体主义价值取向和高权力距离的文化价值，而美国人往往倾向于个人主义价值取向和低权力距离的文化价值。本研究为外语教学提供了如下启示：教师应把英语文化元素融入到语言教学中，使教学目的不仅局限于让学生学好发音、词汇和语法，还要丰富英语学习者的文化背景知识。只有让英语学习者掌握全面的文化背景知识，提高综合运用外语的能力，才能被认为是真正掌握英语。由于本研究研究工具的局限性，所调查的受试者的人数有限，所以不能完全代表所有的中国人和美国人请求和拒绝言语行为使用情况，另一方面由于影响请求和拒绝言语行为的因素还有很多，比如年龄、性格和性别差异等，因此本研究建议从更广泛更深入角度进行跨文化言语行为研究。
[Abstract]:In cross-cultural communication, English learners often have cross-cultural pragmatic failure. Although there are many achievements in grammar and vocabulary, if we don't understand the target language culture, it will lead to the failure of cross-cultural communication. Therefore, this paper investigates the two kinds of speech acts, which are widely used by Chinese and Americans in their daily life, such as request and refusal. This paper focuses on three questions: what is the cause of pragmatic failure; what is the specific difference between English and Chinese requests and refusal of speech acts; and what are the main requests and refusal strategies adopted by Chinese and Americans. Based on the speech act theory of Austin and Searle and the cultural dimension theory of Hofstede, this paper attempts to analyze these problems through illustrations on the basis of the original theory. A classic example from a literary work and a two-hour recording material are taken as the object of study. Considering that the choice of subjects will affect the results of the study, the subjects selected in this study are all college students to ensure that all subjects have similar educational levels. Chinese subjects are non-English majors in Chinese and non-English majors in America. The main purpose of this paper is to find out the differences between English and Chinese request strategies and refusal strategies, and to help English learners effectively develop their intercultural communicative competence and promote the success of cross-cultural communication. The results of data analysis showed that the subjects' request strategies were carried out indirectly and politely as far as possible, but the methods used by Chinese and Americans were different. Chinese people like to add different forms of address, use imperative sentences, explain reasons and explain them while Americans prefer to use modal verbs, interrogative sentences and different and complex sentence structures. In the aspect of realizing rejection strategies, Americans use direct rejection strategies more frequently than Chinese, and Chinese people use indirect rejection strategies more frequently in daily conversation. In addition, Chinese subjects are randomly selected Chinese college students, enriching the material content of the original cultural dimension theory that only selects the subjects from Taiwan. It is further confirmed that Chinese tend to collectivism and cultural value of high power distance, while Americans tend to individualism value orientation and low power distance cultural value. This study provides the following enlightenment for foreign language teaching: teachers should integrate English cultural elements into language teaching, so that the purpose of teaching is not only to enable students to learn pronunciation, vocabulary and grammar, but also to enrich the cultural background knowledge of English learners. Only if English learners master comprehensive cultural background knowledge and improve their ability of comprehensive use of foreign language can they be considered to be truly proficient in English. Due to the limitations of this research tool, the limited number of subjects surveyed does not fully represent all Chinese and American requests for and refusal to use speech acts. On the other hand, there are still many factors that influence the speech act of request and rejection, such as age, personality and gender difference, so this study suggests that the cross-cultural speech act should be studied from a broader and deeper perspective.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H136;H313

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