语用学论文
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IntroductionThe 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.Part I Theoretical basisBefore Noam Chomsky, Traditional Linguistics and Structural Modern Linguistics regarded language as a system of completely self-sufficient blocking structure, which put an emphasis on the vision field of language researches on the description of linguistic entity and put the language teaching on a cultural vacuum to conduct a rigid practice. But this failed to attach the expected research on the Social culture which affects the language how it affects the construction, comprehension and expression. As a result, linguistic theories couldn't resolve realistic problems of language. And often communicators who have learned some basic knowledge such as phonetic, lexicon and grammar still couldn't carry out proper and effective communication. The birth of sociolinguistics breaks through the research restriction of traditional linguistics and pragmatics and structural. It deepens people’s realization to linguistic social nature and construct a high qualified platform for the study of the Intercultural Communication. However, all kinds of failure still occur in the intercultural communication which influences the quality of international communication because communications cannot master enough foreign knowledge or acknowledge the culture feature of foreign nation. So the research of pragmatic failure in the cross-cultural communication has become a problem of important theoretic meaning and realistic value in the contemporary linguistic study.Cross-cultural Pragmatics is a relatively young linguistic branch, growing out of pragmatics and comparative linguistics, and introducing cultural factors into the research scope of pragmatics. It attracted great importance to the research of cross-cultural characteristics. Cross-cultural pragmatics is the study of the use of second language in cross-cultural speech communication when the pragmatic problem occurs. The conception pragmatic of pragmatic failure was formally proposed by the famous British scientist Jenny Thomas in her thesis "Cross一Cultural Pragmatic Failure" in 1983 which established a theoretical framework for the analysis of pragmatic failure and cultural transfer. She defines pragmatic failure as "inability to understand what is meant by what is said." Thus, Cross-cultural pragmatic failurecan refer to the misunderstanding and even conflict arising in the communication process because of the hearer's failure to catch discourse implication of the speaker accurately and because of his following improper output of utterances, which may be proper in his culture. The pioneer study of pragmatic failure in China goes to He Ziran and his fraternity. In 1984, they launched investigation into pragmatic differences between English and Chinese in reference to Thomas theory, and made known their results of investigation together with explanations about pragmatic failure. Cross-cultural pragmatic failure is a common phenomenon in cross-cultural communication process, in this process, the speaker disobeys the communication standard and social customs, ignores hearer's identity or status, harms the special cultural value of target language, causes the breaking off or failure of communication, makes communicating obstacles, then communication cannot achieve the expected results. Though there is no grammatical error, the wrong way of speaking or the improper performance makes the communication lose the expected effect.Part II Case studiesThere are many kinds of pragmatic failure in our cross-culture communication. First is about the phonetic pragmatic failure. A teacher who teach Chinese in England recalled that, ”My student, John is a typical English gentleman. When we walk down stairs, he always said that '请小心裸体（楼梯），下流，一起下流（下楼）吧。
语用学中学英语教学实践(3篇)
第1篇摘要：语用学是研究语言在实际使用中的意义和功能的学科，它对于英语教学具有重要的指导意义。
本文从语用学的角度出发，探讨英语教学实践中的具体方法，旨在提高学生的英语交际能力和跨文化意识。
一、引言随着全球化的不断深入，英语作为国际通用语言的重要性日益凸显。
然而，传统的英语教学往往过于注重语法和词汇，而忽视了语言在实际使用中的意义和功能。
语用学作为研究语言在实际使用中的意义和功能的学科，为英语教学提供了新的视角和方法。
本文将从语用学的角度，探讨英语教学实践中的具体方法，以提高学生的英语交际能力和跨文化意识。
二、语用学的基本概念1. 语用学定义：语用学是研究语言在实际使用中的意义和功能的学科，它关注语言使用者如何通过语言行为来实现交际目的。
2. 语用学原则：语用学主要研究以下原则：（1）合作原则；（2）礼貌原则；（3）预设原则；（4）语境原则。
三、语用学视角下的英语教学实践1. 培养学生的语用意识（1）引导学生关注语境：在教学中，教师应引导学生关注语境，理解语言在实际使用中的意义。
例如，在对话教学中，教师可以设计不同的场景，让学生在特定语境下进行交际。
（2）培养学生的跨文化意识：语用学强调语言与文化的紧密关系，教师应通过介绍不同文化背景下的语言习惯，帮助学生了解并尊重不同文化。
2. 提高学生的语用能力（1）加强语用功能训练：教师可以通过设计不同的交际任务，让学生在实际操作中提高语用能力。
例如，在课堂讨论、角色扮演等活动中，让学生运用所学语言表达观点、解决问题。
（2）注重语用失误分析：在教学中，教师应关注学生的语用失误，分析其原因，并引导学生进行改正。
例如，在口语交流中，学生可能会出现不恰当的提问、回答等，教师应及时指出并指导。
3. 优化教学策略（1）情境教学法：通过创设真实、生动的情境，让学生在实际语境中运用英语，提高语用能力。
（2）任务型教学法：设计具有实际意义的任务，让学生在完成任务的过程中，运用英语进行交流，提高语用能力。
【精品】语用学论文
【关键字】精品摘要：礼貌原则是我们交际中非常重要的准则。
本文第一部分主要阐述礼貌原则的各条准则,第二部分主要举例阐述礼貌原则在我们日常交际中的体现,第三部分主要阐述中西文化中礼貌标准差异。
本文的观点是礼貌原则是各个文化群体中所普遍适用的交际准则,但是会因文化的差异使其侧重点或含义有所不同。
关键词：礼貌原则；谦虚；文化一中西礼貌原则的差异英语民族和汉语民族在礼貌特征上有许多共性，其核心思想都是在言语中尽量减少他人付出代价，尽量夸大他人益处。
但汉语言文化的贬己尊人准则等是汉民族特有文化现象，与英语民族注重隐私和个人自主性存在巨大文化差异。
1.汉文化的四大礼貌原则：（1）贬己尊人原则。
指称自己或与己相关的人或失误时要贬要谦。
称听者或与听者有关的人与事物时要抬要尊。
（2）称呼准则。
即用适当称呼主动跟对方打招呼，在相互称呼时要遵循上下、贵贱、长幼有别的传统来体现人际交往中的社会关系。
（3）文雅准则。
选用雅言!禁用秽语, 多用委婉!少用直言“避免直接提及使人不愉快或难堪的事物。
（4）求同准则。
说者、听者在诸多方面力求和谐一致，尽量满足对方的欲望。
当不得不批评别人或发表不同意见时，往往是先褒后贬，即先把对方赞扬一番，指出并肯定双方共同点。
然后再说出不同点、不赞成或该批评之处。
这样，批评作为言语行为虽不礼貌，但能以礼貌方式得以解决。
2.西方礼貌原则：A.美国社会语言学家莱考夫（Robin Lakoff）提出了礼貌三原则：（1）不要强加，即不要干预别人的事情。
（2）提供选择，即让听话人自己决定。
（3）友好相待，即双方建立起一种平等的关系。
莱考夫还认为，礼貌原则虽然在不同的文化环境中表现方式会有差别，但其基本形式是一致的。
B.利奇（Geoffery Leech）的礼貌原则（1）得体准则：尽量少让别人吃亏，尽量让别人多得益。
（2）慷慨准则：尽量少让自己得益，尽量多让自己吃亏。
（3）赞誉准则：尽量少贬损别人，尽量多赞誉别人。
浅谈语用学下高职高专英语教学论文
浅谈语用学下高职高专英语教学论文1语用学的基本理论1.1语境的定义与解释语境（context）这个概念最早由波兰人类学家马林诺夫斯基（Malinowsiki）在上世纪20年代提出，他指出“话语和环境是紧密结合在一起的，没有语境，词汇就没有意义。
”我国语言学家何兆熊先生（1997）认为，对语境的解释大体分为两类：“一类是把语境解释为从具体的情景抽象出来的，对语言活动的参与者所产生的影响的一些因素，这些因素系统地决定了话语的形式、话语的合适性或话语的意义，另一类把语境解释为语言活动参与者所共有的背景知识，这种背景知识使听话者得以解释说话人通过某一话语所表达的意义”（何兆熊、蒋艳梅，1997）。
语境对于语义的成功传达起到至关重要的作用，比如在汉语口语中经常用“吃了吗？”来打招呼，但如果在用英语交流时提问“：Haveyoueaten?”那就不是打招呼的意思，一般会被误解为请听话人吃饭的含义。
因此，要想恰当准确地进行交流，对中西方文化的理解，对特定语境的理解尤为重要。
我们要在教学中不断传达给学生这一语用学理论，使学生了解不同文化背景，帮助学生积累这些跨文化交际中的文化差异，学会分析语境的不同，恰当地选择语言进行交流。
1.2会话合作原则另一个重要的理论是由牛津大学著名哲学家格莱斯（H.P.Grice）提出的合作原则（cooperativeprinciple），他认为，“我们的交谈通常不是由一连串无不相关的话语组成的，否则就不会合情理。
至少在某种程度上，他们常常是合作举动；参与者都在某种程度上承认其中有一个或一组共同目标，至少有一个彼此都接受的方向（”GriceH.P.,1975）。
为进一步说明这一原则，格莱斯引入了四大准则：数量准则（QuantityMaxim）：使所说的话正好满足当前交谈所需要的信息；所说的话不能多于需要的信息。
质量准则（QualityMaxim）：所说的话要力求真实。
不要说自知虚假的话，不要说缺乏足够证据的话。
语用学在英语教学运用论文
浅析语用学在英语教学中的运用【摘要】语用学是语言学研究重要分支，通过二语习得中的文化迁移现象可以看出，语用学的运用对于外语教学有着特有的效果。
本文将从语用学的研究对象着手，并将语用学的研究成果应用在外语教学实践中，提出克服二语习得中的文化负迁移现象的方法和措施。
【关键词】语用学文化负迁移二语习得语用学是随着语言学不断发展而产生的一个重要分支，什么是语用学？语用学的研究对象是什么？它对外语学习有什么重要的指导意义呢？要回答第三个问题，我们必须先回答前两个问题。
让我们从以下虚拟的例子入手:“好你吗?”具有汉语语感的人对这一句子的直接反应是:不符合汉语语法,符合汉语语法的句子应该是:“你好吗?”这是语言学中句法学的传统研究对象。
再看一个虚拟的例子:“强壮的桌子迈着虚弱的步伐温柔地向前狂奔。
”这句子读起来挺顺的,我们的感觉是语法没问题,但它究竟表达什么意思呢? 既然“强壮”,怎么会“虚弱”呢? 既然“温柔”,怎么还会“狂奔”呢? 简直是一派胡言乱语嘛。
一个句子的语言文字本身的固有意义是语言学中形式语义学的传统研究对象。
再下来是一个语言学界经常引用的例子:“it is cold in here . ”“这里头冷”,听起来语法没问题,其字面意义也一清二楚,即“某一地点气温比较低”。
但是,“是谁在什么时间、什么地点、在什么情况下、对什么人、为了什么目的使用了这句句子”。
(何兆熊,1989 :13) 就不是传统的句法学和语义学所能解决的问题,因为“说话人很可能是为了请听话人做点什么,比如关上门窗,打开暖气,借件衣服御寒等。
”(同上,1989 :14) 换句话说,这里要研究的不是句子本身的意义, 而是研究“语言在使用中的意义” ,“语言在语境中的意义”,归根结底是“说话人的意义”,也可简称为“话语意义”。
(何自然,1997 :122) 这就是语用学(pragmatics) 的研究对象。
以上只是对语言学中三个重要分支句法学、语义学、语用学的研究对象进行了粗略划分。
语用学论文
语用学论文浅析语用中的指示语以及对外汉语教学中语用学的指示语【摘要】指示是指利用语言进行指点或标示。
语言中存在这一语言现象充分说明了语言和使用语言之间的语境之间的密切关系。
指示语作为语用学研究的一个重要课题，一直受到语言学家们的重视。
本文将着重从语用学中的指示语角度来分析在对外汉语教学中的造成学生学习汉语语用失误的原因。
【关键词】语用学;指示语;对外汉语;教学一、语用学基本概念顾名思义，语用学(pragmatics)就是关于语言使用的实用学。
简言之，语用学就是研究话语在使用中的语境意义，或话语在特定语境条件下的交际意义，包括意义的产生与理解，也包括交际中语言形式或策略的恰当选择与使用。
(冉永平，2006.)二、语用学中的指示语何自然先生认为:“我们把表示语言指示信息的词语称为指示语，归入语用学的范畴，因为指示语是一些不能单用语义学的真假条件衡量的词语，它们的意义只有结合语境才可能得到正确的解释”。
指示(dexis)这一术语来自希腊语，它的意思是利用语言进行指点或标示。
指示语可以分为五类，分别是人称指示语、时间指示语、地点指示语、话语指示语和社交指示语。
三、对外汉语教学中语用学之指示语历来的对外汉语教学，内容基本上只包括语音、词汇、语法等语言项目。
但通过实际教学，我们发现，外国人在掌握以上汉语基本语言项目后仍然出现话语不当的现象。
这就要求我们在研究汉语语音、词汇、语法的同时，还要研究汉语的语用。
而语用学之指示语应该是我们研究的一个重要内容。
1、对外汉语教学中指示语的影响外国人学习汉语在语用方面的失误不是因违反语法规则或用词不当而引起的，而是在指示语上没有很好理解汉语的不同才导致出现语法正确但语用错误的现象。
这些指示语不同的使用就体现了在使用汉语语言形式或词语时因思维方式和习惯的不同或观察事物的角度、范围有差异。
根据指示语的性质，指示语的使用有两个必不可少的阶段:先要确定以言语行为1中的哪一要素为参照点，下面从人称指示、时间指示、地点指示三个方面举例加以说明。
英语语用学学科论文
连云港师范高等专科学校英语语用学学科论文班级：12英教专科一班姓名：余王丹学号：1221013125摘要：本文主要从语用学的角度对语言交际中的礼貌现象进行了研讨，以旨更全面地展示语用礼貌观。
本文共分四部分：一、礼原则的由来；二、礼貌原则的解析；三、礼貌策略；四、礼貌原则的应用。
加深对礼貌原则的理解可以有助于提升自身的语用能力。
关键词：语用学礼貌原则教学应用一、礼貌原则的由来(一)礼貌的界定在众多关于礼貌的各种文献中，围绕“礼貌”一词进行的研究主要有五个方面，具体如下：(1)礼貌是人们在交际中的一种现实目的(Politeness as areal-world goa1)。
人们在说话过程中运用礼貌原则的目的就是取悦他人。
(2)礼貌是一种敬重(Politeness as the deference)。
(3)礼貌是一种语体(Politeness as the register)。
语体是指“与社交语境有关的系统化变体”(Lyons，1977)。
或者指在一定场合下人们说话或写作时的语言变化(Holliday，1978)。
(4)礼貌是一种话语表层现象(Politeness as an utterancelevel phenomenon)。
该观点认为，礼貌是一种表层语法编码，该观点主要是离开语言运用的实际环境去研究礼貌问题。
(5)礼貌是一种语用现象(Politeness as a pragmatic phi—nominee)。
该观点在语用学界已经成为人们的一种共识。
总之．在语用学领域，人们关心的不是说话人是否真正对他人友善，而是他说了什么，以及他的话语对听话人产生了什么影响。
把礼貌看成敬重、语体，是一种社会语言学现象，不属于语用学的范围，而把礼貌看成一种话语表层现象，就是脱离了语境去谈礼貌，这是一种超理想化的理论，因为语言形式是和语境、说话人和听话人之间的关系紧密联系的。
（二）礼貌原则提出的必要性在英语语用学习领域中，提及言语行为理论(Speech Act Theory)．人们会很自然地联想到美国语言哲学家格赖斯(H．P．Grieve)的会话含义学说(Convocational Implicate)，即为了保证会话的顺利进行，谈话双方必须共同遵守一些基本原则，尤其是用来解释会话结构的“合作原则”(Cooperative Principle)。
语文教学实践中语用学(3篇)
第1篇摘要：语用学作为现代语言学的一个重要分支，关注语言在实际使用中的意义和功能。
在语文教学中，将语用学理论应用于实践，有助于提高学生的语言运用能力，培养他们的语文素养。
本文将从语用学的角度出发，探讨语文教学中的实践应用，以期为语文教育工作者提供一定的参考。
一、引言语用学，又称语用论，是研究语言在实际使用中的意义和功能的学科。
语用学强调语言与语境、语言与交际者、语言与目的之间的关系，关注语言在具体语境中的实际运用。
在语文教学中，将语用学理论应用于实践，有助于提高学生的语言运用能力，培养他们的语文素养。
本文将从以下几个方面探讨语文教学实践中语用学的应用。
二、语用学在语文教学实践中的应用1. 语境教学语境教学是语用学在语文教学中的重要应用之一。
语境包括语言语境、情境语境和文化语境。
在语文教学中，教师应关注语境的创设，引导学生理解和运用语言。
（1）语言语境教学：教师在教学中，要注重语言环境的设计，让学生在具体的语言环境中感受和体验语言。
例如，在教学《草原》一课时，教师可以创设草原风光的图片、音乐等情境，让学生在直观感受中理解草原的美丽。
（2）情境语境教学：情境语境是指语言在实际使用中的具体情境。
教师在教学中，要关注情境的创设，让学生在具体情境中运用语言。
例如，在教学《我的老师》一课时，教师可以组织学生进行角色扮演，让学生在模拟情境中体会老师的关爱。
（3）文化语境教学：文化语境是指语言使用背后的文化背景。
教师在教学中，要关注文化背景的介绍，让学生了解语言背后的文化内涵。
例如，在教学《背影》一课时，教师可以介绍朱自清所处的时代背景，让学生更好地理解文章的意义。
2. 交际教学交际教学是语用学的另一个重要应用。
在语文教学中，教师应注重培养学生的交际能力，让他们在实际交际中运用语言。
（1）口语交际教学：教师在教学中，要关注口语交际能力的培养，让学生在日常生活中学会运用语言。
例如，在教学《自报家门》一课时，教师可以组织学生进行口语交际活动，让他们在交流中提高口语表达能力。
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华 中 师 范 大 学本 科 生 课 程 论 文论文题目Pragmatic Analysis on Person DeixisFrom the Perspective of Anti-pre-emptive in Chinese and English完成时间 2013年6月10日课程名称 《语用与交际》授课教师_______________________专 业 辅修第二学位英语专业年 级 2010英语双学位辅修Pragmatic Analysis on Person Deixis From the Perspective of Anti-pre-emptive in Chinese and EnglishAbstract：Deixis is one of the most important issues in pragmatics’ research. Deixis possesses the characteristic of pre-emptive usage ,but this pre-emptive usage is limited conditional, and in some special context and stylistic will disappear,then anti-pre-emptive appears.Therefore, this paper, taking person deictic expressions as example, attempts to make an in-depth probe into and analysis of the anti-preemptive phenomenon in Chinese and English and the pragmatic effects of anti-pre-emptive of person deixis.Key worlds：person deixis;anti-pre-emptive摘要：指示现象是语用学研究的重要课题之一。
指示词具有先用性的特点，但是这种先用作用是有条件限制的，在一些特殊的语境和语体中会随之消失，即出现反先用现象。
本文主要以人称指示语为例，对英汉中的反先用现象以及人称反先用现象的语用效果做进一步的探讨和分析。
关键词：人称指示语；反先用现象I.IntroductionIn linguistics, deixis refers to the phenomenon wherein understanding the meaning of certain words and phrases in an utterance requires contextual information.Words are deictic if their semantic meaning is fixed but their denotational meaning varies depending on time and/or place. Words or phrases that require contextual information to convey any meaning – for example, English pronouns – are deictic.Deixis is a technical term which means “pointing” via language. Any linguistic form used to accomplish this “pointing”is called a deictic expression. It is used to indicate the function or property that certain words, such as personal and demonstrative pronouns, place and time adverbs and others have in language.Due to different aspects of reference being made and the functions to serve, deixis is divided into five types. They are person, time, place, discourse, and social deixis. Levinson contends that deixis generally words in an egocentric way. That is, unless otherwise stated: The central person is the speaker, the central time is the time at which the speaker produces the utterance, the central place is the speaker’s location at utterance time or CT, the discourse center is the point which the speaker is currently at in theproduction of his utterance, and the social center is the speaker’s social status and rank, to which the status or rank of addressees or referents is relative.(Levinson 1983:64).[1]The deictic reference and they are alleged to constitute a statement of the implications of discourse often depend on the context and the speaker's beliefs or intentions; therefore, the deixis’research is playing an important role in pragmatics.The pre-emptive usage of deixis is put forward by Levinson (1983) .He considered that what pre-emptive nature of deixis is time deixis is taking precedence over the corresponding phenomenon of d irective words usage, but he did not depth explore this phenomenon. Until 1990s, Chinese scholar Zhang Quan took note of this phenomenon and carried out deep research. He puts forward the anti-pre-emptive, which is referring to that d irective words are taking precedence over deixis words usage. However, their study was limited to the pre-emptive and anti-pre-emptive of time deixis, nor a systematic explanation of this phenomenon.The paper will analysis on the phenomenon of anti-pre-emptive on person deixis.[4]There are many phenomenons of the anti-pre-emptive deixis. This paper will mainly analyse on the phenomenon of anti-pre-emptive on person deixis from perspectives of the theory of anti-pre-emptive, the phenomenon of anti-pre-emptive on person deixis and the pragmatic effects of anti-pre-emptive of person deixis.II Theretical Framework2.1Person deixisPerson deixis concerns itself with the grammatical persons involved in an utterance, (1) those directly involved (e.g. the speaker, the addressee), (2) those not directly involved (e.g. Over-hearers—those who hear the utterance but who are not being directly addressed), and (3) those mentioned in the utterance.[4] In English, the distinctions are generally indicated by pronouns. The following examples show how. (The person deictic terms are in italics, a signaling notation that will continue through this article.)I am going to the movies.Would you like to have dinner?They tried to hurt me, but he came to the rescue.2.2 Pre-emptive phenomenonThe pre-emptive phenomenon of deixis refers to when someone mentions person,things, objects,time and place in deixis domains of the speech activities, people often tend to use deixis words to express. These deixis may be rejected thewords of other non-directive within the same meaning of the words in psychological, The repulsion in the indicated context often has priority when used. For example, the speaker of a speech events taking place is Mike, the time is on May 10, 2008, usually the speaker will say”today I have five classes”, not saying”on May 10 Mike has five classes”. If you really say that the hearer intuitive reaction is on May 10 is not today, Mike is not the speaker and refers to somebody else. Therefore, in this example , the person deixis “I” and the time deixis”today” have pre-emptive usage.2.3A nti-pre-emptive phenomenonSince the impact of pre-emptive, the participants of speech events usually refer to the person,things, objects,time and place in deixis domains. Using nominal expression reference refers to the person and things outside the deixis domains. If we use the nominal expression reference refer to the person, things, time,and place in deixis domains, the hearer will come into being the repulsive impact in psychological. Thus that is usually not appropriate, however, in some special context and body language, there still be a non-directive language replaced to the original words which can use the reference domains such as people, things, time a nd place , people will call it anti-pre-emptive phenomenon, that the pre-emptive usage is disappear.[4]2.4 The influence factors of anti-pre-emptive phenomenonAnti-pre-emptiveness of deixis results from such factors as lack of deictic information, psychological activities of participants in speech event and so on.2.4.1 The context and style factorsUnder the condition of some missing contexts, person deixis is using by anti-pre-emptive. For example, in the beginning of the session which has not been determined the speech activist’s identities and among non-face to face special context, it was particularly obvious in English. For example phoning, English idioms is “This is ... speaking”, when someone knocked the door, the response is “who is that”.In a particular style, the person deixis will react the anti-pre-emptive phenomenon. The openness features of pure person deixis determine that wanting to ensure the person deixis need to rely on the special context. Therefore, many style of written language such as declarations、letters and so on will appear the anti-pre-emptive phenomenon. For example, in court, even the plaintiff lawyer asked the defendant face to face is also used the anti-pre-emptive of the person deixis, “请问张先生案发当时在什么地方?”, but the anti-pre-emptive doesn’t the authoritarian of official language. In order to achieving some pragmatic effects, we often use the anti-pre-emtive in informal style. For example“张三我今天把话搁这里了！”2.4.2 P sychological factorsThe anti-pre-emptive of psychological factors influences the verbal communication of the language users. Generally, it considers their own feeling and participants’psychological reaction. Comparing the first person”I”、the second person(you)、the third person(he or she) deixis，you will discover that the first person and the second person is the necessary components of speech acts, that is the speaker and the addressee(s). However, the third person isn’t the necessary components of speech acts, that refers to neither the speaker nor the addressee(s). Obviously, the third person is outside the indicator area, there are expending from the center outward expansion. Therefore, from first-person to third person, the effects of pre-emptive is diminishing, the effects of anti-pre-emptive is increase progressively.Thus, when the speaker into the speech event, the per-emptive of the first、second deixis can close the psychological distance of verbal user. Whereas the third person is distancing. Finally, when the speaker want to close the distance, the third person deixis appears the anti-pre-emptive phenomenon.2.4.3 Social-cultural FactorsSocial and cultural factors impact on the anti-pre-emptive which is realizing in surnamed name, kinship terms and i dentity appellation and so on, reflecting the affect relations and power relationship. There is the claim and kinship terms among Cjinese referring systems in ancient in order to express the special cultural of the close family values. For example，when parents speak to the child will use the child appellation”daddy”“mommy”. The anti-pre-emptive phenomenon is obvious in expressing the scale and the power. Someone has small power or low scale who uses the method of anti-pre-emptive for large power or high scale, addressing adverse’s position “chairman”“director” etc.In addition, individual differences is one of the factors of impacting the pre-emptive phenomenon, for example children phrase. The children often speak to someone in claim themselves, such as that the child says to parent “娇娇喜欢哪个娃娃”.III. Pragmatic Analysis on T he anti-pre-emptive Usage of Person Deixis3.1 From person deixis’ three constraints seeing its anti-pre-emptive3.1.1The status of person deixis in indicative domain:There is different of the status of person deixis in indicative domain, the repulsive of them(rejecting the anti-pre-emptive of equivalent language ) is not different. “I”refers to first person, “you”refers to second person, “he or she”refers to thirdperson which is expending from the center outward expansion in the status of person deixis domain. “I”refers to terminological nomination of its same reference, its psychological repulsion is biggest, the constraints of the anti-pre-emptive is strongest. The concrete of “I”in language activities is very definite, thus the speaker doesn’t use “I” directly, whereas taking the roundabout way to use the terminological nomination words, which will make addressee(s) inexplicable on the contrary. Please compare below example:[5]e.g.1: 我今天去图书馆了。