浅谈英语语用学概况论文
浅谈语用学概况
摘要：语用学是语言学各分支中一个以语言意义为研究对象的新兴学科领域，是专门研究语言的理解和使用的学问，它研究在特定情景中的特定话语，研究如何通过语境来理解和使用语言。语用学因其本身的目的性和价值性而不同于语法研究，它是关于人类语言本身的研究。语用学是一门古老而年轻的学科。早在古希腊、古罗马时期便受到学者的关注。但直到1986年,语用学才作为一个相对独立的语言学分支得到国际学界的承认。
关键词：语用学；发展历史；研究领域；主要流派；发展方向
正文：
一、发展历史
（一）语用学的确立
语用学渊源于哲学家对语言的探索，它有着几千年的历史,其所涉及的内容早在古希腊、古罗马时期就受到学者的注意。当时,语用学的有关课题曾在雄辩论的名义下得到论述。1938年,美国哲学家莫里斯在《符号理论基础》一书中首先使用了“语用学”这个术语。莫
里斯把语用学定义为“语用学是符号学的一部分,它研究符号的来源、用法及其在行为中出现时所产生的作用。”但在以后相当长的一段时间内,这方面的研究基本上是在哲学和逻辑学的范围内进行的，语用学并没成为语言学的一个重要领域。直到二十世纪60年代,语言学家中很少有人提及语用学。即使有人提及语用学也只是将它比做“杂物箱”(ragbag)或“废纸篓”,接纳语义学容纳不下的内容(何自然,吴亚欣, 2001)。语用学作为语言学的一个相对独立的分支而得到国际学界的承认可以说有三个标志:一是1977年《语用学杂志》(Journal of Pragmatics)在荷兰阿姆斯特丹正式出版;二是1983年由列文森所编著的第一部语用学教科书《语用学》(Pragmatics)问世;三是1986年“国际语用学会”正式成立。可见,语用学兴起和发展的时间还不是很长,其尚是一个新生事物。
其实语用学自产生到现在已经历了五十个年头,但从它作为一门新兴学科得到确认算起还未经过而立之年。确切地说,语用学是70年代后才发展起来的。进入70年代,语用学异军突起,成为语言学的一门独立学科。1970年在波士顿召开的《自然语言的语用学》国际学术研讨会标志着语用学研究时代的开始,成为其蓬勃发展的契机。1977年,《语用学杂志》在荷兰正式出版发行,标志着语用学作为一门新兴学科已得到承认,确立了它在语言学研究中的地位。语用学在70年代的确立为80年代的迅猛发展铺平了道路,语用学研究已呈现出“百家争鸣”的局面。现在,语用学已成为语言研究的重心,是语言科学中一个富有生气的领域。
不同的学者从不同的角度给语用学下了不同的定义。但归根结底语用学是一门研究如何理解和使用语言、如何使语言合适、得体的学问。
从发展的观点看，语用学的崛起是语义研究的发展和延伸的结果，因此可以说语用学是一种对意义的研究。但语用学所研究的意义不同于形式语义学所研究的意义，它所研究的是语言在一定的语境中使用时体现出来的具体意义。由此可知，语境对意义的作用在语用学研究中十分重要。
二、语用学的研究领域
语用学的分支学科众多,研究领域十分广泛，几乎囊括了有关语言使用的所有领域。语言学家通常把语用学研究领域分为三大类型：描写语用学、形式语用学和应用语用学。
（一）描写语用学
描写语用学是一种对语言在不同情境下的应用进行描述的语用学。它是经验性的,也就是说,描写语用学描写人们来自经验的有关自然语言的应用原则,分析自然语言如何同语境相联系。
（二）形式语用学
应用数学方法和逻辑手段对语用推理进行形式化分析,并探讨语用学的形式和范畴,以及语用形式化的最适宜的方法。形式语用学研究语用的形式化,涉及语用和逻辑的关系,探讨语用学理论在人工智能和计算机处理自然语言方面所起的作用。
语用学的原则和方法不只是应用于语言学的各个核心学科(音位学,句法学等)和边缘学科(社会语言学,心理语言学等),而且还广泛地应用于与理解话语有关的其他领域,如语言教学,人工智能,人类学等,以解决语言运用中出现的问题或障碍。语用学知识在其他学科中的具体应用就称为应用语用学。
三、当代语用学的主要流派
语用学是关于语言使用的研究。以这种基本的认识为前提,国外语用学研究形成了两大流派:英美学派的微观语用学和欧洲大陆学派的宏观语用学。前者认为语用学如同音位学、句法学、语义学一样是语言学一个相对独立的研究领域,即“分相论”;另一种观点认为语用学是对语言和交际的认知、社会和文化方面的研究,它是对语言功能的一种综观,即“综观论”。
（一）英美学派
英美学派认为语用学是研究语言在应用过程中表现出来的意义的一门科学,是语言学的一个分支。它与音位学、音系学、句法学、语义学处于平行的地位,有自己的基本分析单元,如指示语、前提、会话含意、言语行为、会话结构等。语用学的任务就是对这些话语成分做动态的研究。英美学派对语用学范围划分得较为严格,比较接近传统的语言学内容,多与研究句子结构和语法有关,故称作微观语用学,又称语用学分相论。
（二）欧洲大陆学派
欧洲大陆学派认为语用学是对语言的一种综观,即认为语言的各个方面和各个层面上都有语用学的问题。因此, 欧洲大陆学派的语用学又称为宏观语用学。欧洲大陆学派反对“基本分析单元说”。他们认为语用学不仅不能和语音学、音位学、形态学、句法学、语义学相并列,也不属于神经语言学、心理语言学、社会语言学、文化语言学这类跨学科领域。
四、语用学研究现状及其发展方向
语用学作为语言科学新领域于70年代确立之后,便在世界范围内迅猛发展起来。早在1979年,许国璋就摘译了英国牛津学派分析哲学家奥斯汀的演讲稿《论言有所为》中的三讲,发表在1979年《语言学译丛》第一辑上，但受当时条件的影响,语用学并未得到人们的普遍关注。1980年胡状麟在《国外语言学》杂志上以《语用学》为题发表文章,详细介绍了语用学的研究对象和研究方法、六个主要的语言学派对语用学的评论、语用学与其他学科的关系、以及语用学规则,使人们对语用学有了一个较清晰的认识。1988年湖南教育出版社出版了何自然的《语用学概论》一书,其内容几乎囊括了列文森所编著的《语用学》一书的所有部分,并增加了一些汉语实例,这使人们对语用学有了一个更为全面的认识。
未来的语用学研究将集中在研究语用和语法关系的“语言语用学”、研究语言使用认知过程的“认知语用学”、研究儿童如何在语言使用中习得语言的“发展语用学”、研究不同文化之间的语用异同的“跨文化语用学”、研究语言使用中的意识形态问题的“意识形态语
用学”等预示着语用学发展方向的领域。
结语：虽然迄今为止，语言学界对语用学的定义和范畴尚没有统一的见解，但却有一种共识，即“语境是语用学的核心概念之一”。是一门专门研究语境在交际过程中的作用的新学科。人们的正常语言交流总离不开特定的语境，“这里的语境包括交际的场合(时间、地点等)，交际的性质(话题)，交际的参与者(相互间的关系、对客观世界的认识和信念、过去的经验、当时的情绪等)以及上下文。语境直接影响着人们对话语的理解和使用”。换言之，要判断某些具体的言语行为是否得体须依据其使用的语境，离开了语境就使判断本身失真或失去意义。
参考文献：
熊学亮《语言学新解》上海复旦大学出版社 2007.
何兆熊《新编语用学概要》上海外语教育出版社 2000.
何自然《语用学概论》湖南教育出版社 1988.
姜望琪《当代语用学》北京大学出版社 2002.
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英语语用学论文.
The Cooperative Principle of Pragmatics: An Analysis of the Verbal Humour in the Sitcom Home with Kids Since the language was born, the research of it has never interrupted. Humor is the spice of our lives, leave it the life will be boring. Pragmatics is a main branch of Linguistics, with the development of pragmatic theory, linguists and hobbyists from many angles analysis on verbal humor and achieved fruitful results.While cooperative principle, as one of the most important pragmatic principle, makes a systemic study about language use and lays a solid foundation for later development of pragmatics. The violation of cooperative principle can often generate conversational implicature or achieve certain communicative effects. On the basis of previous humour and pragmatic theory research, I will analysis from the point of the cooperative principle of those verbal humour dialogue in the sitcom "Home with Kids", which reflects the daily life of a rebuilt family and attracts many Chinese audiences by its creating writing, good acting as well as its wonderful transcripts. 1. Four Maxims of the Cooperative Principle In 1975, the language philosopher H. P. Grice published a seminal article entitled “The Cooperative Principle” which created quite a stir in the linguis tic world and generated a large number of linguistic publications that are built on Grice's postulates. According to Grice, in conversational exchange, people usually try to reach a common goal by mutual efforts or at least make the conversation develop in the direction of their expectation. To achieve this, people need to cooperate with each other. Grice' theory of the cooperative principle explains how it is possible for the speaker to convey more than what is literally said and foe the hearer to understand. The four maxims of CP are Quantity Maxim, Quality Maxim, Manner Maxim and Relation Maxim. The maxim of quantity has two sub-maxims that require the cooperative
小学英语教学论文 浅谈游戏在小学英语中的运用
浅谈游戏在小学英语中的运用 摘要：兴趣是最好的老师，游戏是孩子们最好的朋友。如果能让孩子们在游戏中学习知识，教学就是一件容易之事。把游戏运用到英语课堂教学中可以吸引学生的注意力，调动学生学习英语的积极性，提高课堂学习效率，创造百变的课堂教学环境，激发学生学习英语的兴趣，使学生喜欢英语教师，爱上英语课，促使学生自主学习，提高学生英语的实际运用能力。 关键词：游戏小学英语兴趣。 《小学英语课程标准》指出：兴趣是学好语言的关键，激发学生对英语学习的兴趣是小学阶段英语教学的一项重要任务。英语教师要根据学生的年龄特点，结合这个阶段学生的心理和生理特点，调动学生学习英语的积极性，使他们产生学习英语的迫切愿望。教育工作者在英语教学时要根据儿童的年龄特点进行教学，教学方法要灵活、多变，尽可能地采用多种方法吸引学生的眼球。通过各种游戏活动，如对话表演、故事、歌曲、竞赛表演等活动，调动学生学习英语的兴趣。 小学英语的教学目的是使儿童获得一些英语的感性知识，激发他们学习英语的兴趣和培养英语口语交际的能力，使学生敢于大胆开口说英语，掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。 小学英语的教学对象一般是14 岁以下的孩子，这个时期的孩子喜欢游戏，他们好奇、好玩、好动、喜欢表扬。我国著名的教育家陈鹤琴先生说：“小学生生来是好玩的，是以游戏为生命的。”而在课堂教学中设计开展游戏活动的实质就是把枯燥的学习内容和机械操练变成了充满趣味性的各种游戏活动，从而有效地达成教学目标。游戏可以把英语语言知识的学习与英语语言技能的训练有机地结合在娱乐活动中，培养学生学习英语的兴趣，激发学生的求知欲，把原来枯燥的课堂教学变成一种娱乐，让学生在娱乐中获得知识，学好英语。 《小学英语教学大纲》中指出：兴趣是学好语言的关键，激发小学生学习英语的兴趣就成为教学中的重点，而游戏是孩子们永不厌倦的学习方法。游戏活动教学就是在教学中尽可能地采用游戏活动的方式，将原来简单的教师讲课转变为学生最喜欢的活动形式，让学生在玩的英语氛围中用英语交流，学习英语，让学生在学中玩、玩中学。这样不仅让学生学习了英语知识，更重要的是培养了学生学习英语的兴趣。游戏还可以使课堂自始至终保持轻快的节奏。教师应及时纠正游戏中的错误，这样可以增强学生的识记速度和识记效果。游戏有利于学生的身心发展。生动有趣的游戏可以缓和课堂上的紧张情绪，使学生心情愉悦。通过游戏过程中的比赛，让学生体验到与他人合作的益处，从小培养学生的团队精神，好玩的游戏能够吸引学生积极参与。 教师在开展一些简单游戏活动的同时，还应该设立一些有难度的游戏，开发学生的智力因素，培养学生灵活运用语言的能力和口语交际能力。教师在游戏活动中还要灵活把握游戏的难度，对那些英语较差的学生做到“不抛弃，不放弃”，鼓励他们参与到活动中来。在活动中，教师可以适当给他们一些提示，并适时适度地给予肯定和表扬，通过自己参与游戏，让他们亲身体会到成功喜悦和只有经过自己努力才能见到“彩虹”。对于英语成绩好的学生，则要在游戏中设置一定的难度，开发他们的智力因素、表演能力和思维能力，要让他们通过
2011英语国家概况期末考
2011英语国家概况期末考 1 of 100 Whose speech is closest to BBC English? A Cockney Southerners in England northerners in England A Welsh 2 of 100 The two newest states which joined the United States are _____. Alaska and Hawaii California and New Mexico Alaska and Florida Hawaii and Oregon 3 of 100
Which of the following is NOT one of the general standards for admission into an institution of higher learning in the U. S. A.? ACTP GPA MBA SAT 4 of 100 Britain's longest rivers are _____. the Severn and the Thames the Thames and the Clyde the Clyde and the Humber the Severn and the Clyde 5 of 100 New Englanders were originally known as _______. Yankees German farmers
Fishermen from Scandinavia English Puritans 6 of 100 The Constitution of the United States provides that _____ shall be President of the Senate. the Chief Justice the Secretary of State the Vice President the President 7 of 100 Which of the following is NOT one of the clauses in Magna Carta? There should be the same weights and measures throughout the country. The principle of parliamentary supremacy should be confirmed and free speech in Parliament should be guaranteed.
语用学期末论文
2014-2015学年第一学期 语用学与英语教学课程考核 （研究报告） 题目：An analysis of Pragmatic Failure with Cross-cultural Communications 学号（准考证号）：1230100054 姓名：焦凯丽 专业：英语(教法方向) 年级：2012级 学院：外国语学院 完成日期：2015年 1 月10日
Introduction The Cross-cultural Pragmatics is a relatively young linguistic branch compared with the Traditional Linguistics and Structural Modern Linguistics. It attaches great importance to the research of cross-cultural characteristics. And the cross-cultural pragmatic failure is a common phenomenon in cross-cultural communication process. This paper focus on the analyzing of different kinds of pragmatic failures in our cross-cultural communication, at the same time, giving reflections and feedbacks on our English learning and Language teaching. Being in the rapid developed century of our human society, we should heighten the awareness of appropriating use of pragmatic language in our cross-cultural communication.