间接言语行为理论.ppt
言语行为的概念演示文稿
言在此
“闺意”就是闺房中的意趣、情趣；“张水 部”，指诗人张籍，因为张籍时任水部员 外郎。诗以一位刚过门的新娘子的口吻 说道：昨天晚上入洞房时房里放置着一 对点燃的红蜡烛；今天早晨，天一亮我 就起床，准备到厅堂里去拜见舅姑(即公 公、婆婆)。我精心梳妆完毕，怯生生地 询问丈夫，自己的打扮是否合乎流行式 样？是否能使公婆满意？
言语行为要看对方和自己的人际关系 朱元璋的故事1
• 朱元璋做了皇帝。有一天，他从前的一位苦朋 友从乡下赶来找他，对他说：“我主万岁！当 年微臣随驾扫荡芦州府，打破罐州城，汤元帅 在逃，拿住豆将军，红孩儿当关，多亏菜将 军。”朱元璋听他说得好听，心里很高兴。回 想起来，也隐约记得他的说话里像是包含了一 些从前的事情，所以，就立刻封他做了大官。 这个消息让另外一个苦朋友听见了。他心想： "同是那时候一块儿玩的人，他去了既然有官 做，我去当然也不会倒霉的吧？"他也就去了。
“朱的赠诗写得好，张也答得妙。”
• 张籍收到朱庆馀这首别开生面的求教诗后，立 即明白了意思。于是也回写了一首七绝:“越女 新装出镜心，自知明艳更沉吟。齐纨未足时人 贵，一曲菱歌敌万金。”张籍将朱庆馀比作刚 妆扮好的越地美女(朱庆馀是浙江绍兴人，故诗 中用越女比喻他)，出现在镜湖湖心(镜湖即鉴 湖，在绍兴县南)。明知自己明媚艳丽可还有点 犹豫不定。于是张籍安慰道：即使是身穿齐地 出产的名贵丝绢的浓妆美人也并不值得珍贵， 最可贵的是越女的风韵天然，歌喉宛转。她唱 的一曲菱歌(指朱庆馀的诗歌)，价值万金。
言语行为的概念演示文稿
优选言语行为的概念
语言和言语
• 语言和对语言的运用是既有联系又有区 别的两个概念，索绪尔在《普通语言学 教程》中把前者称为“语言”，而后者 称为“言语”。
言语行为理论
言语行为理论言语行为的应用语言作为一种行为存在于我们的日常交际中，被人们广泛的使用，对言语行为的关注有助于提高我们语言使用的语用意识。
在此，我对“请求”、“拒绝”和“撒谎”的言语行为进行一个讨论。
2.1“请求”言语行为“请求”是一种使役性的言语行为，它的使用涉及到面子的威胁也就是礼貌及其程度问题。
因此，人们在运用表示请求的言语时为了顾全面子，通常都不会直截了当的发出请求，而是借助一定的辅助性话语和间接性话语，以降低请求所产生的使役性，或减少该行为所带来的负面效应。
例如：(1) 嗨，小张，我的自行车坏了，可不可以借用一下你的？我明天一定还你。
例（1）是一个请求借用自行车的言语行为，在我们日常生活中此类的话语随处可见。
例(1)这一长串话语所表达的中心就是“借一下你的自行车”这一中心行为，其他部分都是服务于该中心的附加性话语，其中“嗨，小张”是一种称呼语，用于打招呼，表示友好，引起对方注意；“我的自行车坏了”是一个信息的陈述，是提供请求原因的辅助性话语，为之后所实施的请求的言语行为创造条件；“可不可以…?”是人们实施请求行为时采用的委婉形式，有助于降低请求产生的驱使性；“我明天一定还你”则是实施请求的后置辅助性话语，它可以推动促成该行为的顺利实施。
由此可见，言语行为在具体运用于请求时，根据语境添加大量的附加性话语请求功能的顺利完成。
2.2“拒绝”言语行为“拒绝”言语行为是针对对方的请求、邀请或建议之后，说话人做出的一种“不合作性”选择，有时候也就是我们汉语所指的“婉言谢绝”、“断然拒绝”、“一口回绝”等说法，拒绝言语行为广泛存在于言语交际，而且形式多种多样。
例如，（2）女儿：妈妈，我去逛街了母亲：不可以，写作业！（3）小王：小明，你把橡皮擦借我用下吧小明：上次你都不借我（4）甲：明天下午去打球吧！乙：我明天有课（5）甲：请问考试是在什么时间啊？乙：你上网查查就知道了（6）售货员：就买这件吧，挺合适的顾客：贵了点，看看别的吧从以上的例子可以看出，“拒绝”言语行为在具体应用时是各种各样的：例（2）是直接拒绝，（3）是批评性的婉拒；（4）是提供原因或借口的婉拒；（5）是提供建议的婉拒；（6）则是提供借口，再建议，表示婉拒。
间接言语行为理论及其应用-
Indirect Speech Act Theory and Listening in CTEPragmatics is a relatively independent branch of linguistics with the language meaning as the research object,mainly research how to understand and use the language in a particular context. Searle‟s indirect speech act is one of the core content in pragmatics.It plays a significant role in the listening in College English Test Level(CET for short.Searle has introduced the notion of an 'indirect speech act', which in his account is meant to be, more particularly, an indirect 'illocutionary' act. Applying a conception of such illocutionary acts according to which they are (roughly acts of saying something with the intention of communicating with an audience, he describes indirect speech acts as follows: "In indirect speech acts the speaker communicates to the hearer more than he actually says by way of relying on their mutually shared background information, both linguistic and nonlinguistic, together with the general powers of rationality and inference on the part of the hearer." An account of such act, it follows, will require such things as an analysis of mutually shared background information about the conversation, as well as of rationality and linguistic conventions. In connection with indirect speech acts, Searle introduces the notions of 'primary' and 'secondary' illocutionary acts. The primary illocutionary act isindirectly achieved by the secondary illocutionary. The primary illocutionary act is the indirect one, which is not literally performed. The secondary illocutionary act is the direct one, performed in the literal utterance of the sentence.There is a simple example.‘It‟s cold here‟.The literal meaning (secondary illocutionary act of this sentence is state the fact that here is cold and people do not feel warm enough.While the utterance meaning (primary illocutionary act is related to it‟s specific context. For example,if the speakers are in outside, maybe the speaker of this sentence want to have a talk in room rather than outside. Or the speaker needs to wear amore coat or the speaker caught a cold. If the speakers are in the room, the utterance meaning of the sentence maybe to have others closed the window. The request is indirectly achieved by …statement‟. Thus it can be seen that the illocution ary of speech is varied according to its context. It is important to hearers to grasp related background of context and have reasoning ability in order to understand indirect speech act correctly. Because the process of listening comprehension is a complex information processing rather than collect and decoding Language unit simply. Therefore, in order to improving students‟ listening comprehension, students should learn how to use language accurately and reinforce their understanding of indirect speech act. Only in this way canlisteners based on the literal meaning reasoning the utterance meaning to ensure smooth communication.The ultimate goal of CET is to measure the college students' comprehensive application ability more accurately. The part of listening occupied approximate 35% in CET. The largest proportion of it is to understand the important or specific details and reasoning. For example(January 2003,CET-4,No.3:W:John,what are you doing on your computer? Don‟t you remember your promise?M:This is not a game. It‟s only a crossword puzzle that helps increase my vocabulary.Q:What is the probable relationship between the speakers?AColleagues.BHusband and wife.CEmployer and employee.DMother and son.From the above example,W thought that M is playing computer games again and wanted to stop M, while M responded that …This is not a game. It‟s only a crossword puzzle that helps increase my vocabulary.‟ Thus it can be seen that W‟s thought was not the fact. The literal meaning of W is to “inquiry”( what are you doing on your computer? Don‟t you remember your promise?,while the utterance meaning is “blame”. The primary illocutionary act(blame is achieved by the secondary illocutionary(inquiry. From the two speakers conversation, first we can know W‟s stat us is higher than M, W is in education, discipline position while M is to be taught. Then the speakers used the informal language, it indicated that they have a close relationship. We can learn it most likely is the dialogue between parents and children. So ,the answer is D Mother and son.Another example(January 2003,CET-4,No.9W: Listen to me, Joe, the exam is already a thing of the past. Just forget about it.M: That‟s easier said than done.Q: What can we infer from the conversation?AThe exam was easier than the previous one.BJoe is sure that he will do better in the next exam.CJoe probably failed in the exam.DThe oral part of the exam was easier than the written part.In this example, W said to M that “Joe, the exam is already a thing of the past. J ust forget about it.”M responded that “That‟s easier said than done.” Based on their conversation, M implied that thought the exam is already a thing of the past, but he still can't let go. From which we can infer that M‟s examination results are bad,may not even pass the exam. Therefore the correct answer is CJoe probably failed in the exam.Another more example(June 2012, CET-6M: A famous Russian ballet is coming to town next weekend. But I can‟t find a ticket anywhere.W: Don‟t be upset. My siste r just happened to have one and she can‟t go since she has got some sort of conflict in her schedule.Q: What does the woman mean?A Her sister will come to watch ballet performance.B Her sister also want a ticket.C She can get a ballet ticket for the man.D She will come to watch ballet performance with the man.In this example, M said that there will a famous Russian ballet is coming, but he can‟t find a ticket anywhere. This indicate that he want to have a ticket to watch ballet performance but have no one ticket. W‟s answer imply her sister has one ticket but she can‟t go since she has other more important things to do. So the correct answer is C She can get a ballet ticket for the man.In our daily communication activity, communication subjects are between in the interactive relationship. To speaker, communication is a kind of express behavior guaranteed to get association ; To hearer, communication is a process of recognizespeakers' intention, reasoning, and reading the words information. Only accurately understanding the implication of discourse, can we be fully understanding discoursemeaning and communication successfully. So does listening in College English Test Level. Thus it can be seen that introduce the indirect speech act theory into listening can help students to improve the ability to understand the speech ultimately. Therefore, students should learn make detailed analysis of all kinds of indirect speech act examples and to understand language from the point of view of the text. Moreover, they also should observe and sum up the indirect speech act in the daily life and learn how to use it correctly in communicative activities.。
言语行为理论Speech_Acts1
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Outline
Introduction 奥斯汀的言语行为理论 塞尔对言语行为理论的发展 言语行为理论的归属 对立论的倒塌 间接言语行为理论 言语行为理论的不足与发展
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Introduction
表述句与施为句的划分
Austin的言语行为三分说理论
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言语行为（speech acts)与指示语、含意、 礼貌等一样，也是语用学的一个重要的研究课 题。
的主要动词，但它们实施行为的功能没有丧失， 这就是内嵌施为句。 a、 意愿动词(如 regret， wish， please等)作 为主句动词，从属分句的施为动词仍具实施行 为的功能。如：
(1) I wish to announce that I promise to be there tomorrow. (2) I regret that I must inform you to leave.
但随问题的深入，Austin发现施为句理论存在一些 不严密的地方。
比如，所谓表述句也可以看做是隐性施为句: The dog is there, 它可以相当于“I tell/warn you that the dog is there”. 这说明在这个表述句中也含有“告诉”或 “警告”的言语行为，于是表述句就形同虚设了。
以（１）为例，假如医生继续说：
（３）Well, for the next few days, you mustn’t smoke at all. Actually, you’d better try to give up smoking. 如果病人根本不重视医生所说的话，从医 院回来之后不但不停止吸烟，而且还在他人面前以不 信任的口吻模仿医生的腔调，重复医生的话例（３）， 那么，尽管模仿出来的话语本身仍有意义，是X1, 但 其作用已经降为X0了。这时该话语也就是失去了医生 的“劝告”的用意了。
【正式版】言语行为的概念PPT
• 1972年2月21日， 总统理尼克松乘专机抵达北 叶子梗在喉咙口，苦得你哭笑不得。
乡人问其子得失，山曰：‘解名尽处是孙山，贤郎更在孙山外’。
乡人问其子得失，山曰：‘解名尽处是孙山，贤郎更在孙山外’。
果说语言学主要是对语言符号系统及其 1目的性原则：人与人之间进行人际传播，总是具有这样或那样的目的，说话人通过话语来传达自己的意图。
她唱的一曲菱歌(指朱庆馀的诗歌)，价值万金。
规律进行分析和描写，那么传播学则着 重考察人类是如何运用语言符号来交流 信息的，即着重研究言语Байду номын сангаас为。
言语行为的基本原则
• 1目的性原则：人与人之间进行人际传播， 总是具有这样或那样的目的，说话人通 过话语来传达自己的意图。传播意图的 表达，方式灵活多样，但归根结底，不 外直接表达和间接表达。
• 朱庆馀《闺意献张水部》：“洞房昨夜停红烛， 待晓堂前拜舅姑。妆罢低声问夫婿，画眉深浅 入时无? ”。
行卷
言语行为的概念
语言和言语
• 语言和对语言的运用是既有联系又有区 别的两个概念，索绪尔在《普通语言学 教程》中把前者称为“语言”，而后者 称为“言语”。
• “语言”是由语汇和语法所构成的符号 系统。其中，语汇构成语言的基本材料。 语法则是语言符号组合为符号系统的抽 象规则。“言语”是指人们对语言这一 符号系统的具体运用。
意在彼
1目的性原则：人与人之间进行人际传播，总是具有这样或那样的目的，说话人通过话语来传达自己的意图。
诗人以新娘自比，以新郎比张籍，以公 语言和对语言的运用是既有联系又有区别的两个概念，索绪尔在《普通语言学教程》中把前者称为“语言”，而后者称为“言语”。
人际沟通的言语行为课件
承诺类言语行为的运用与注意事项
真实可信地做出承诺
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• 在承诺前确保自己能够履行 承诺，避免虚假承诺。
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• 明确承诺的内容和期限，让 对方清楚了解。
03
及时履行承诺，保持诚信
04
• 严格按照承诺的内容和期限 履行承诺。
05
• 如遇特殊情况无法履行承诺，
及时与对方沟通，解释原因
并寻求解决方案。
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意识到非言语行为在人际沟通 中的重要性，能够关注并解读 他人的非言语信息，同时运用 自己的非言语行为辅助言语沟通
深入学习言语行为理论及相关 沟通技巧，形成更为全面、系
统的人际沟通知识体系。
在实际沟通中多加练习，将所 学的言语行为理论与技巧应用 到实际工作中，提高沟通效果。
承诺类言语行为
定义
承诺类言语行为是表达说 话者对未来的某种行为的 承诺或保证。
例子
包括许诺、保证、誓言、 义务、责任等。
特点
它们表达了一种将来的行 为，说话者承诺在未来完 成某种行为，通常涉及到 一种责任感和义务感。
表达类言语行为
定义
表达类言语行为是表达说话者情感或感受的言语行为。
例子
包括感谢、道歉、祝贺、哀悼、欢迎等。
特点
它们通常表达说话者的主观感受和情感，而不是客观事实，这类言 语行为通常带有一定的情感色彩和情感语气。
03
言语行为在人际沟通中的 应用与技巧
有效运用断言类言语行为
清晰明了地表达自己的观点和立场
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• 使用客观、准确的语言，避免模糊和含糊 不清的表述。
• 确保言语行为与沟通目标一致，不偏离 主题。
表达类言语行为的时机与方式
选择适当的时机和场合进行表达
言语行为理论
7.应酬，它是说话者仅对听话者表示礼貌或者善意的象 征性、仪式性的行事行为。例如：“你好！”、“久仰！”
8.感叹，是说话者流露感情的行事行为。比如：“啊， 多美！”
其实，分类远远可以不止这八种，如有下列分类： 命令、请求、询问、感叹、责备、劝说、威胁、 讽刺、抱怨、打赌、证实、允许、安慰、指责、 斥责、奉承、拒绝、承认、建议、批评、鼓励、 表扬、祝愿、感谢、任命、命名、判断、描写、 指认等。所以言语行为到底有多少类是这一理论 的一个薄弱之处，因为这种分类可以无限细化。
出不同程度的承诺，命题内容是说话人即将做出某一行动。 表示这种行为的动词主要有承诺、拒绝、威胁、保证、发 誓等。 4、表达类。这类以言行事行为指说话人在表达话语命题 内容的同时所表达的某种心理状态，实施该行为的前提是 话语命题内容的真实性。表达这种行为的动词主要有道歉、 吹嘘、慰问、感谢、欢迎、祝贺、哀悼等。
第三者喂狗了。
言语行为理论公式： By saying X and doing Y, I did Z. 通过说X和实行Y，我取得了Z。
（1）我明天会来。 （2）医生：你以后不能吸烟了。 （3）大家以后出校门时要带着学生证。 （4）要是再不听话就打屁股。
塞尔（John R．Searl）将言语行为分为以下五种类型： 1、断言类或阐述类。这类以言行事行为表示说话人对某
丈夫：老婆，门铃响了，快去开门。 妻子：我没听见。 （可能1：断定——拒绝。可能2：断定。） 丈夫：真响了。 妻子：没看见我在做面膜吗？ （询问——断定：我没空开门；指令：你去开
门。）
我不是好欺负的。 （断定——承诺：我一定会报复的。） 你真是一个好人。 （断定——感谢：太谢谢你了。） 我再也不要看到你了。（拉开房门）（ 断定——表情，命令：你快走！） 你做了这样的事，我还会容忍你吗？（拉开房门） （询问——表情，命令：你快走！）
言语行为
❖
d语句形式是主动态陈述句
❖
e说话过程意味着实施一个非语言的行为，
如“警告，任命，请求等”
❖ 显性施为句的使用应注意如下四个问题：
❖ A应依据上述显性施为句的特点鉴别句子。 我劝你多给小马一些资助。（施为句）
❖ 我劝过你多给小马一些资助。 ❖ 我会劝你多给小马一些资助。 ❖ 她劝我多给小马一些资助。
❖ 你可以离开这儿。 ❖ 我允许你离开。 ❖ 走开！为动词，所以他所实 施的言语行为可能存在多种不同的理解。
❖ 院子里有条狗。 ❖ 可理解为： ❖ 我告诉你院子里有条狗。 ❖ 我提醒你院子里有条狗。 ❖ 我警告你院子里有条狗。
❖ 要理解隐形施为句必须依据语境。表述句 是一种描写性陈述句，连同疑问句、祈使 句和感叹句，他们实际上同时是表达陈述、 询问、命令或赞叹等言语行为的隐形施为 句，但是，隐性施为句还可以根据语境表 达其他的言语行为。这就是说，表述句在 具体语境中同时也是表达言语行为的施为 句。作为表述句，是以言指事；而作为施 为句，是以言行事。
二、言语行为的语用特征
❖ 1、实施言语行为应该具备什么样的条件，才能成为 恰当的行为。要考虑该行为的执行者、行为动机、 意图及社会文化等。
❖ 2言语行为可以借助于一定的动词。警告，劝告，打 赌，道歉等。
❖ 3言语行为可以通过间接方式实施，这类话语称为间 接性言语行为，既缺少施为动词而实现的以言行事 功能。
❖ 3内嵌施为句：虽然施为动词不充当句子的主要动 词，但他们实施行为的功能没有丧失，这就是内 嵌施为句。
❖ A意愿动词（希望/愿望、高兴/愉快、遗憾/歉疚等） 作为主句动词，从属分句的是为动词仍具有实施 行为的功能。
❖ 我正在考虑建议你考北大。 ❖ 他相信我保证按时上班。 ❖ 我要宣布我许诺明天会在那里。 ❖ 很高兴，我能宣布你为委员会主席。 ❖ 我感到很遗憾，我必须告诉你离开这里。
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Later, when Austin tries to separate performatives from constatives, he realizes the difficulty in distinguishing them from apart. In fact, all sentences can be used to perform speech acts. In order to explain in what sense to say something is to do something, Austin classifies three kinds of speech acts:
? 1)locutionary act（言内行为） – the movement of vocal organs to produce a stretch of meaningful sounds,
? 2) illocutionary act （言外行为） - the making of a statement, offer, promise, etc. to fulfill the purpose of speakinact （言后行为） – the effects left on the audiences.
The second speech act, i.e. illocutionary act, is the focus of Austin's research, because the illocution of an utterance is the speaker's communicative intention or the function it is intended to perform. In this sense, Austin's speech act theory is actually a theory of illocutionary acts. His previous research focus performatives then in fact belongs to a special group of illocutionary acts which are expressed explicitly.
Searle's Indirect Speech Act Theory
Searle continues his teacher's research on illocutionary acts, and finds that actually all the speech acts can be seen as illocutionary acts. He makes some revisions to Austin's felicity conditions and use new terms to classify felicity conditions into three: preparatory conditions, propositional content conditionsand sincerity conditions.
Introduction
The theory of indirect speech acts was put forward by the American philosopher of language John Searle. It originated from Austin's theory, but made some revisions. One of Searle's contributions lies in his understanding of the importance of speech acts. He regards a speech act as a basic unit in social communication, yet not a word or a sentence. This means that his theory pays much attention to the functions rather than the forms of languages.
Austin's Speech Act Theory
It all begins with Austin's) distinction between two kinds of sentences: performatives(施为句) and constatives（叙事句）. Austin argues that the uttering of a performative sentence is actually doing an action.
? Introduction ? Austin's Speech Act Theory ? Searle's Indirect Speech Act Theory
--Classification of Indirect Speech Acts ? Its Relations with Other Pragmatic Theories
I nominate John to be President, “I sentence you to ten years' imprisionment,
I promise to pay you back.
In these typical, rather explicit cases of performative sentences, the action that the sentence describes (nominating,sentencing, promising) is performed by the utterance of the sentence itself.