汉语学术互动中的赞美言语行为研究
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摘要
文章以学术讲座为语料,探究了汉语学术互动中的赞美言语行为,包括赞美话题、赞美策略以及赞美语功能。分析表明,学术互动中常见的赞美话题是成就,多出现在介绍环节;其次是表现/能力和性格,多出现在点评环节。显性赞美程式化程度较高,主要表现为"(程)+形+(名)""名+(是)+(程)+形"和"(名)+(程)+动+名"三种句式。常见的隐性赞美策略是解释,主要出现在介绍环节;其次是推测和倾慕,多出现在介绍和点评环节。学术互动中的赞美语功能主要包括开启话题、建立和谐关系以及表达态度。
This study takes academic lectures as data to explore compliment in Chinese academic interaction, including compliment topics, compliment strategies and compliment functions. The results show that: The common topic of compliment in academic interaction is the accomplishment, which mainly appears in the introduction session, followed by the performance/ability and personality, which often appear in the comment session and the question and answer session. Explicit compliment is highly formulaic, often represented in the forms of "(INT) ADJ(NP)" "NP(BE)(INT) ADJ" and "(NP)(INT) V NP". Frequent implicit compliment strategy is explanation, which appears mostly in the introduction session, followed by admiration and assumption, which often appears in the introduction session and the comment session.Compliment functions in academic interaction involve starting conversation, maintaining harmonious relationship, and expressing attitudes.
This study takes academic lectures as data to explore compliment in Chinese academic interaction, including compliment topics, compliment strategies and compliment functions. The results show that: The common topic of compliment in academic interaction is the accomplishment, which mainly appears in the introduction session, followed by the performance/ability and personality, which often appear in the comment session and the question and answer session. Explicit compliment is highly formulaic, often represented in the forms of "(INT) ADJ(NP)" "NP(BE)(INT) ADJ" and "(NP)(INT) V NP". Frequent implicit compliment strategy is explanation, which appears mostly in the introduction session, followed by admiration and assumption, which often appears in the introduction session and the comment session.Compliment functions in academic interaction involve starting conversation, maintaining harmonious relationship, and expressing attitudes.
引文
Cheng,S.W.2012.“That’s it for today”:Academic lecture closings and the impact of class size[J].English for Specific Purposes 31:234-248.
Danziger,R.2018.Compliments and compliment responses in Israeli Hebrew:Hebrew university in Jerusalem students in interaction[J].Journal of Pragmatics 124(1):73-87.
Holmes,J.1988.Paying compliments:A sex-preferential politeness strategy[J].Journal of Pragmatics 12(4):445-465.
Lin,C.Y.,H.Woodfield&W.Ren.2012.Compliments in Taiwan and Mainland Chinese:The influence of region and compliment topic[J].Journal of Pragmatics 44(11):1486-1502.
Lin,C.Y.2015.Seminars and interactive lectures as a community of knowledge co-construction:The use of modifiers[J].English for Specific Purposes,38(3):99-108.
Wang,Y.F.&P.H.Tsai.2003.An empirical study on compliments and compliment responses in Taiwan Mandarin conversation[J].Concentric:Studies in English Literature and Linguistics 29(2):118-156.
Wang,Y.2014.Humor in British academic lectures and Chinese students’perceptions of it[J].Journal of Pragmatics 68(1):80-93.
Wolfson,N.1983.An empirically based analysis of complimenting in American English[C]//N.Wolfson&E.Judd(eds.).Sociolinguistics and Language Acquisition.Newbury House:Rowley,82-95.
Wolfson,N.1989.The social dynamics of native and non-native variation in complimenting behavior[C]//M.Eisenstein(ed.).The Dynamic Interlanguage:Empirical Studies in Second Language Variation.New York:Plenum,219-236.
Yuan,Y.2002.Compliments and compliment responses in Kunming Chinese[J].Pragmatics 12(2):183-226.
Yu,M.C.2005.Sociolinguistic competence in the complimenting act of native Chinese and American English speakers:Amirror of culture value[J].Language and Speech 48(1):91-119.
Zare,J.2017.Genre awareness and academic lecture comprehension:The impact of teaching importance markers[J].Journal of English for Academic Purposes 27:31-41.
陈新仁,李梦欣.2016.学术语境下的身份冲突及话语策略---基于学术会议主持人话语的分析[J].外语研究(2):16-22,112.
龚萍.2016.赞美话语中关系身份建构的元语用对比研究[J].外语与翻译(4):38-44.
郭亚东.2016.学术话语中女性学者的身份建构研究[J].外语研究(2):29-32.
黄育红.2010.恭维语的表达方式及语用功能---以《红楼梦》女性恭维语为例[J].烟台大学学报(哲学社会科学版)(2):117-120.
李悦娥,冯江鸿.2000.析普通话话语中的赞扬及其应答[J].外语与外语教学(9):28-32.
齐慧静,常天龙.2009.跨文化视角下的英汉恭维语对比分析[J].东南大学学报(哲学社会科学版)(s2):208-210.
任育新.2013a.汉语学术互动中的建议话语序列特征研究[J].暨南学报(哲学社会科学版)(3):154-160.
任育新.2013b.学术建议中研究者个人身份建构的顺应性研究[J].外语与外语教学(6):6-10.
任育新.2015.学术互动中权势关系建构的语用分析[J].现代外语(2):147-158.
任育新.2016.学术会话中人称代词身份建构功能研究[J].外语研究(2):23-28.
夏登山.2012.三方交际的听者类型[J].外语学刊(2):109-112.
武瑷华.2016.表态言语行为的语义与语用[J].外语学刊(6):70-73.
周民权.2013.俄汉恭维语的社会性别语用对比研究[J].浙江外国语学院学报(1):14-19.
(1)Wang&Tsai(2003)使用英文缩写表示句子成分,本研究采用中文缩写表示句子成分。
(2)表2中Lin et al.(2012:1492)的隐性赞美策略框架里的例子来源于原文。
(3)程:程度副词,用于加强语气,例如“非常”“很”“总”等。
(4)副:除程度副词之外的其他副词,例如“谦虚地”。
Danziger,R.2018.Compliments and compliment responses in Israeli Hebrew:Hebrew university in Jerusalem students in interaction[J].Journal of Pragmatics 124(1):73-87.
Holmes,J.1988.Paying compliments:A sex-preferential politeness strategy[J].Journal of Pragmatics 12(4):445-465.
Lin,C.Y.,H.Woodfield&W.Ren.2012.Compliments in Taiwan and Mainland Chinese:The influence of region and compliment topic[J].Journal of Pragmatics 44(11):1486-1502.
Lin,C.Y.2015.Seminars and interactive lectures as a community of knowledge co-construction:The use of modifiers[J].English for Specific Purposes,38(3):99-108.
Wang,Y.F.&P.H.Tsai.2003.An empirical study on compliments and compliment responses in Taiwan Mandarin conversation[J].Concentric:Studies in English Literature and Linguistics 29(2):118-156.
Wang,Y.2014.Humor in British academic lectures and Chinese students’perceptions of it[J].Journal of Pragmatics 68(1):80-93.
Wolfson,N.1983.An empirically based analysis of complimenting in American English[C]//N.Wolfson&E.Judd(eds.).Sociolinguistics and Language Acquisition.Newbury House:Rowley,82-95.
Wolfson,N.1989.The social dynamics of native and non-native variation in complimenting behavior[C]//M.Eisenstein(ed.).The Dynamic Interlanguage:Empirical Studies in Second Language Variation.New York:Plenum,219-236.
Yuan,Y.2002.Compliments and compliment responses in Kunming Chinese[J].Pragmatics 12(2):183-226.
Yu,M.C.2005.Sociolinguistic competence in the complimenting act of native Chinese and American English speakers:Amirror of culture value[J].Language and Speech 48(1):91-119.
Zare,J.2017.Genre awareness and academic lecture comprehension:The impact of teaching importance markers[J].Journal of English for Academic Purposes 27:31-41.
陈新仁,李梦欣.2016.学术语境下的身份冲突及话语策略---基于学术会议主持人话语的分析[J].外语研究(2):16-22,112.
龚萍.2016.赞美话语中关系身份建构的元语用对比研究[J].外语与翻译(4):38-44.
郭亚东.2016.学术话语中女性学者的身份建构研究[J].外语研究(2):29-32.
黄育红.2010.恭维语的表达方式及语用功能---以《红楼梦》女性恭维语为例[J].烟台大学学报(哲学社会科学版)(2):117-120.
李悦娥,冯江鸿.2000.析普通话话语中的赞扬及其应答[J].外语与外语教学(9):28-32.
齐慧静,常天龙.2009.跨文化视角下的英汉恭维语对比分析[J].东南大学学报(哲学社会科学版)(s2):208-210.
任育新.2013a.汉语学术互动中的建议话语序列特征研究[J].暨南学报(哲学社会科学版)(3):154-160.
任育新.2013b.学术建议中研究者个人身份建构的顺应性研究[J].外语与外语教学(6):6-10.
任育新.2015.学术互动中权势关系建构的语用分析[J].现代外语(2):147-158.
任育新.2016.学术会话中人称代词身份建构功能研究[J].外语研究(2):23-28.
夏登山.2012.三方交际的听者类型[J].外语学刊(2):109-112.
武瑷华.2016.表态言语行为的语义与语用[J].外语学刊(6):70-73.
周民权.2013.俄汉恭维语的社会性别语用对比研究[J].浙江外国语学院学报(1):14-19.
(1)Wang&Tsai(2003)使用英文缩写表示句子成分,本研究采用中文缩写表示句子成分。
(2)表2中Lin et al.(2012:1492)的隐性赞美策略框架里的例子来源于原文。
(3)程:程度副词,用于加强语气,例如“非常”“很”“总”等。
(4)副:除程度副词之外的其他副词,例如“谦虚地”。