英语言语交际失误

言语交际失误在外语学习中是一种很常见的现象,很多因素都可以导致这种现象的产生,像语言性因素、语用性因素、社会及文化因素等.本篇论文从语言性因素及语用性因素两方面探讨了英语言语交际失误的现象及原因,对言语交际失误与语用失误的关系做出说明,指出言语交际失误和语用失误的关系是彼此包含的.论文列举了列文森的言语交际成功的条件和言语交际失误现象的范畴,阐述了导致言语交际失误的因素:1.非语言性因素,像社会性因素、生理性因素和体态语因素等;2.语言性因素,像语言本身的特征、语言的歧义现象、社会语言能力、话语能力及语言能力的差异等;3.语用性因素,像会话含义、言语行为等,如列文森提出的各种导致言语交际失误的因素;4.文化差异性因素,如宗教、历史、民俗等等.此外,还阐述了礼貌原则和会话合作原则,以及他们与言语交际失误的关系。最后,论文提出了探讨言语交际失误的现实意义,即对教学的几点启示.论述了外语教学应从传统的以语法、词汇教学为主,转向培养学生的实际运用能力上来.并对提高外语教学提出一些建议,像要改变“以教师为中心”的教学模式;留意汉英文化差异比较;夸大|教学论文网|语言功能和语言使用的适当性和得体性;在实际的教学过程中要加强对学生进行文化知识、语用知识和语境知识的渗透,充分利用现代媒体资源等.论文还对语言测试方面提出了一些改革建议,阐明了语言测试理论,指出学习和测试要一体化等.语言测试一定要针对学生的语言能力和语言使用能力,这样的测试对学生的语言学习会产生十分有利的影响.假如留意到导致言语交际失误的重要因素,我们在日常的言语交际过程中就可以尽量避免失误出现,从而达到成功的交际.探讨言语交际失误对于人们的交际具有重要的指导意义.【关键词】：言语交际失误语用失误语言性因素语用性因素外语教学
【论文提纲】：Abstract6-8摘要8-12ChapterOneIntroduction12-14ChapterTwoConceptandScopeofVerbalCommunicationFailure14-222.1Definitionofverbalcommunicationfailureandrecentstudiesonit14-152.2Languagecommunicationtheory15-172.2.1ConditionorsuccesulperformanceoflanguagecommunicationlistedbyLevinson15-172.2.2Classificationsofphenomenaofverbalcommunicationfailure172.3Verbalcommunicationfailureanditsinterfacewithrelevantconcepts17-222.3.1Verbalcommunicationfailure172.3.2Pragmaticfailure17-212.3.3Relationshipbetweenverbalcommunicationfailureandpragmaticfailure21-22ChapterThreeFactorsthatCanLeadtoVerbalCommunicationFailure22-353.1Non-languagefactors22-253.1.1Socialfactor22-233.1.2Physiologicalfactor23-243.1.3Bodylanguagefactor24-253.2Linguisticfactors25-283.2.1Linguisticcompetence25-273.2.2Sociallinguisticcompetence27-283.2.3Speechcompetence283.ragmaticfactors28-313.3.1Conversationalimplicature28-303.3.2SpeechActtheory30-313.4Culturaldifferenceactors31-353.4.1Religion31-333.4.2History333.4.3Customs33-35ChapterFourVerbalCommunicationFailureCausedbyLinguisticFactors35-414.1Verbalcommunicationfailurecausedbyfeaturesoflanguageitself35-374.1.1Polysemyoflanguageunits354.1.2Inaccurateunderstandingaboutthesignifiedandthemeaningofvocabulary35-364.1.3Differentunderstandingsoftheexternaldisplayofthecategorizationofspecificandgeneral,positiveandnegative36-374.1.4Understandingsofdifferencesbetweenspeakerandhearerincommunicationprocess374.2Verbalcommunicationfailurecausedbylanguageambiguity37-394.2.1Languageambiguityonexpressionlevel37-384.2.2Grammaticalambiguity384.2.3Lexicalandsentenceambiguity38-394.3Verbalcommunicationfailurecausedbydifferencesinlanguagecompetence39-414.3.1Languageknowledge394.3.2Speechskill39-404.3.3Knowledgestructureofcommunicationparticipants40-41ChapterFiveVerbalCommunicationFailureCausedbyPragmaticFactors41-535.1PragmaticfactorsthatcancauseverbalcommunicationfailurelistedbyLevinson41-475.1.1Incorrectunderstandingaboutthecommunicationpurposesofspeakerandhearer415.1.2Thespeaker'signoranceofthepragmaticelementsofwordmeanings41-425.1.3Violatingthefixedrelationofmeaningcategorization42-435.1.4Existenceofspeechactsandfixedmindset43-445.1.5Responsestodescription445.1.6Differencesinindividualityofspeakers44-465.1.7Differencesincognitivecontext46-475.2Politenessprincipleandverbalcommunicationfailure47-485.2.1Politenessprinciple47-485.2.2Impolitephenomenonincommunication485.3Conversationalimplicatureprincipleandverbalcommunicationfailure48-535.3.1Co-operativeprinciple48-495.3.2Violationoftruth-conditionalprinciple495.3.3Violationofcoherenceandmotivatedprinciple49-515.3.4Violationoftheprincipleofeconomy515.3.5Violationoftheprincipleofvalidity51-525.3.6Violationofthereciprocalprinciple52-53ChapterSixSeveralInspirationsofVerbalCommunicationFailuretoTeaching53-696.1Thepurposesofforeignlanguageteaching536.2Threebasicfactorsofforeignlanguagesyllabledesignfromtheperspectiveoflanguagecommunicationlaws53-546.2.1Participantsincommunication536.2.2Theobjectiveandsubjectiveenvironmentofcommunication53-546.2.3Thebehioralprocessofcommunication546.3Mainproblemsexistedinforeignlanguageteaching54-556.3.1Mainlyfocusonlearninggrammarandvocabulary54-556.3.2Out-of-datelearningmethod556.3.oorcomprehensiveapplicationability556.4Strategiesandmethodstocultivatethepragmaticabilityandoidverbalcommunicationfailure55-636.4.1Cultivatethestudents'awarenessofcross-culturalcommunication556.4.2Stressingtheimportantpositionofculturalteachinginforeignlanguageteaching55-576.4.3Strengtheningtheteachingofpragmaticknowledge57-586.4.4Reformsonteachingmodels58-636.4.4.1Changingtheteacher-centeredteachingmodel58-596.4.4.2PlacefocusoncomparingthedifferencesofChineseandEnglishcultures596.4.4.3Activelyorganizingsecondclassroomactivities59-606.4.4.4Focusingonlanguagefunctionsandthefelicitousnessofthelanguage60-626.4.4.5Makingfulluseofmodernmultimediaresources62-636.5Improvingtestingsystemofteaching63-666.5.1Thepurposesoftesting63-646.5.2Kindsoftest64-656.5.3Theintegrationoftestingandlearning65-666.5.4Thechangeoftestingfocus666.6Enrichingthecontentsandkindsoftextbooks66-696.6.1Choosingappropriatetextbookorstudents66-676.6.2Enrichingthecontentsoftextbooks67-69ChapterSevenConclusion69-71Bibliography71-74Acknowledgements74