A Study of Chinese EFL Learners Compliment Responses — From the Perspective of Pragmatic Transfer开题报告

 2022-08-10 15:07:11

1. 研究目的与意义

Language and culture are distinctly interdependent; one reflects the other. Complimenting to others is a social activity. In most speech communities, compliment is a widely used speech act and it plays an important role in interpersonal communication and in the meantime, it has become the hot topic of pragmatic study recent years. Foreign language learners with insufficient pragmatic knowledge unconsciously applied pragmatic norms of their mother tongue to foreign language and cause pragmatic transfer from native language to foreign language. On the contrary, learners also transfer the language patterns or politeness principles of foreign language to their mother tongue.

For non-native speaking learners, knowing how to compliment is important, but it is also important to known how to respond to compliments. In fact, it could be argued that in America, for non-native speaking learners, to some extent, appropriately responding to compliments is more important than complimenting itself just because of the frequency of compliment. Traditionally, most of Chinese people tend to reject others'''''''''''''''' compliment, which, according to the politeness principles of western learners, such as Brown and Levinson#8217;s face theory or Leech#8217;s politeness maxims, is regarded as impolite speech act or inappropriate manner. However, due to the custom and the research of the cultural differences between the west and China, this point may not be true.

It was commonly accepted that the pragmatic norms of compliment responses have close relationship with the speakers'''''''''''''''' linguistic and cultural consciousness. Chinese college English learners'''''''''''''''' compliment response are worthy of doing investigation on because such speech act may be affected by their mother tongue and culture. Through the research, it is hoped that we will be able to find out a practical way to enhance cross-cultural communicative competence of Chinese learners of English and foreign language teaching through the analysis of pragmatic transfer.

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2. 研究内容和预期目标

This thesis presents a study of pragmatic transfer in the speech act of compliment responses strategies among Chinese college EFL learners. Chinese college English learners employ different strategies to avoid negative pragmatic transfer in compliment responses by reviewing relevant studies, analyzing compliment responses in both languages and finding the causal factors.

The thesis consists of five chapters. Chapter one is a generalintroduction to the study. Chapter two is devoted to the literaturereview which presents past studies concerning politeness principle, compliment responses and pragmatic transfer. In chapter three, it analyzes complement responses by studying the evidence of pragmatic transfer and pragmatic transfer in compliment responses from the perspective of topic, status and gender. Chapter four is the discussion of the causal factors for pragmatic transfer in compliment responses by Chinese college EFL learners. Chapter five is the summary of the study which draws some conclusions.

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3. 国内外研究现状

In the last three decades, the speech event of complimenting and compliment responding has been one of the major interests which sociolinguistic research has focused on. There are extensive studies on this respective speech act in American English (e.g. Pomerantz 1978, Manes and Wolfson 1980) as well as comparative cross-cultural research on complimenting behavior, examining the differences in speech act realization between variants of English (American /Irish, e.g. Schneider 1999; American /South African, e.g. Herbert 1989), and between English and other languages (Chinese, e.g. Chen 1993; German,e.g. Golato 2002). These studies of communicative competence make apparent that communicating effectively and efficiently in a language requires more than just linguistic knowledge; the ability to use this linguistic knowledge appropriately in the given sociocultural context is also essential.

The use of the term ―transfer can be traced to over a century ago. However, it was not until in the 1950#8216;s and 1960#8216;s that the term became popular among linguists. It was considered as an important strategy in language study and a complex psychological process influenced and restricted by many factors. In this new light, Sharwood-Smith and Kellerman (1986: 1) argue that the term transfer is inadequate and they use the #8220;cross-linguistic influence#8221;, that allows 'to subsume under one heading such phenomena as #8216;transfer#8217;, #8216;interference#8217;, #8216;avoidance#8217;, #8216;borrowing#8217;and L2-related aspects of language loss'. They suggest the term transfer be restricted 'to those processes that lead to the incorporation of elements from one language into another'.

Compliment response has received attention by contrastive pragmatists as one component of speech acts. Ever since Pomerantz (1978) shed light on compliment responses from a pragmatic perspective, empirical studies have been conducted and demonstrated that speakers of different languages and language varieties follow different patterns when responding to compliments. According to the previous studies of complimenting, the most important function of compliments is to #8220;increase or consolidate the solidarity between the speaker and the addressee#8221; (Holmes 1984, 1988a:486). They are therefore social lubricants#8221; (Holmes 1988a:486) serving to create or maintain rapport.

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4. 计划与进度安排

Research Method

1.Literature research method: read relevant books, journals and nets for research.

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5. 参考文献

[1] Al Falasi, Hessa. Just Say Thank You: a Study of Compliment Response[J]. The Linguistics Journal, 2007, 20(2): 28- 42.

[2] Chen, R.. How to Say No: an Analysis of Cross-cultural Difference and Pragmatic Transfer[J]. Language Sciences, 2009, 20(4): 477- 493.

[3] Cheng, Dongmei. New insights on compliment response: A comparison between native English speakers and Chinese L2 speakers[J]. Journal of Pragmatic, 2011, 5(43): 2204-2214.

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