学术互动中答辩人的语用身份构建
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摘要
本文以英语专业硕士研究生开题答辩及毕业预答辩为语料,运用语用身份理论考察答辩人在答辩过程中的语用身份及其建构策略。研究发现,在学术互动中,答辩人建构了多种语用身份,体现了从学生到研究者语用身份的动态选择。学生身份包括谦逊的学生、诚实的学生和勤奋认真的学生,研究者身份包括观点提出者、论文设计者、内容指引者以及研究过程叙述者。学生身份主要通过接受建议、间接回应、坦陈错误或不足、叙述自己在研究过程中的努力等方式来建构;而研究者身份则主要通过使用第一人称代词、采取打断或否认等言语行为、语码转换、言语转述等方式来建构。
This study takes English postgraduates' capstone presentation and thesis defense as data,and investigates postgraduates' identity types and construction strategies within the framework of pragmatic identity theory. The results show that in academic interactions, the postgraduates construct various pragmatic identities, indicating the dynamic choices from student identities to researcher identities. The student identities involve the modest student, the honest student, and the diligent and conscientious student. The researcher identities involve the originator, the architect of the essay, the guide and the recounter of research process. Student identities are constructed through accepting suggestion or giving indirect response, acknowledging the mistakes or shortcomings in the paper and describing efforts in the research process. Researcher identities are constructed through the use of the personal pronoun(I, my,we, our), the face-threatening speech acts of interrupting and denying, code switching and speech reporting.
This study takes English postgraduates' capstone presentation and thesis defense as data,and investigates postgraduates' identity types and construction strategies within the framework of pragmatic identity theory. The results show that in academic interactions, the postgraduates construct various pragmatic identities, indicating the dynamic choices from student identities to researcher identities. The student identities involve the modest student, the honest student, and the diligent and conscientious student. The researcher identities involve the originator, the architect of the essay, the guide and the recounter of research process. Student identities are constructed through accepting suggestion or giving indirect response, acknowledging the mistakes or shortcomings in the paper and describing efforts in the research process. Researcher identities are constructed through the use of the personal pronoun(I, my,we, our), the face-threatening speech acts of interrupting and denying, code switching and speech reporting.
引文
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Baratta,A.2014.Military impoliteness as an(eventually)unmarked form:A comment on Bousfield(2007)[J].Journal of Pragmatics 60(1):17-23.
Brown,P.&S.Levinson.1987.Politeness:Some Universals in Language Usage[M].Cambridge:CUP.
Ho,V.2010.Constructing identities through request e-mail discourse[J].Journal of Pragmatics 42(8):2253-2261.
Hyland,K.2002.Authority and invisibility:Authorial identity in academic writing[J].Journal of Pragmatics 34(8):1091-1112.
Li,C.T.&Y.P.Ran.2015.Self-professional identity construction through other-identity deconstruction in Chinese televised debating discourse[J].Journal of Pragmatics 94:47-63.
Limberg,H.2010.The International Organization of Academic Talk:Office Hour Consultations[M].Amsterdam:John Benjamins Publishing Company.
Ren,Y.X.2014.Constructing Identities in Academic Advising Interaction[M].Tianjin:Nankai University Press.
Sakita,T.I.2002.Reporting Discourse,Tense,and Cognition[M].Oxford:Elsevier Science Ltd.
Tang,R.&S.John.1999.The‘I’in identity:Exploring writer identity in student academic writing through the first person pronoun[J].English for Specific Purposes 18:S23-S39.
Tracy,K.2013.Everyday Talk:Building and Reflecting Identities[M].London:The Guilford Press.
Tse,P.&K.Hyland.2005.Hooking the reader:A corpus study of evaluative that in abstracts[J].English for Specific Purposes 24(2):123-129.
鲍志坤.2016.英汉情感表达的隐喻溯源[J].中国教育学刊(2):77-79.
陈新仁.2013.语用身份:动态选择与话语建构[J].外语研究(4):27-32,112.
陈新仁.2014.语用学视角下的身份研究——关键问题与主要路径[J].现代外语37(5):702-710,731.
陈新仁.2018.语用身份论——如何用身份话语做事[M].北京:北京师范大学出版社.
陈新仁,等.2013.语用学视角下的身份与交际研究[M].北京:高等教育出版社.
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33(2):16-22.
崔凤娟.2017.庭审中的模糊语言与权力关系研究[J].浙江外国语学院学报(5):19-25.
何荷.2016.国外英语学术期刊论文中建议话语的身份建构——一项实证研究[J].外语教学理论与实践(1):34-40,54.
洪牡丹.2018.军队语境中不礼貌话语的身份建构机制[J].天津外国语大学学报25(1):35-44.
胡晶晶.2017.硕士论文答辩中教师问句的语用身份建构功能研究[J].英语广场(12):67-68.
李娟.2016.语用身份视角下的博士论文致谢语研究[J].外语研究33(2):33-38.
潘峰,李鑫.2017.记者招待会汉英口译中的性别差异:以插入语I think和I believe为例[J].外语学刊(5):37-42.
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)35(3):154-160,164.
任育新.2013b.学术建议中专家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38(2):147-158,291.
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33(2):23-28.
宋富英.2012.尊重的不礼貌回应策略的强势语用功能探析[J].重庆交通大学学报12(5):138-141.
孙莉.2015.中国硕士学位论文英文摘要的语用身份建构研究[J].外语与外语教学(5):15-21.
王湘君,陈文,杜宇,林炽贤.2017.关于教师心目中的优秀学生标准的研究[J].内江科技38(6):96-98.
吴格奇.2013.学术论文作者自称与身份构建——一项基于语料库的英汉对比研究[J].解放军外国语学院学报36(3):6-11.
夏芳.2009.论文答辩中教师话语身份特征研究——一场英文硕士论文答辩的个案研究[J].中国外语教育2(3):26-33.
徐昉.2011.中国学生英语学术写作中身份语块的语料库研究[J].外语研究(3):57-63.
徐曼菲,何安平.2011.中、英大学生口语中I think的对比研究[J].当代外语研究(3):22-26,60-61.
徐欣.2010.英汉第一人称代词复数的虚指[J].山东外语教学(5):21-24
杨欣然.2015.二语学术写作中的自我指称与作者身份建构[J].外语与外语教学(4):50-56..
于国栋.2004.语码转换研究的顺应性模式[J].当代语言学(1):77-87,94.
袁周敏.2014.语用身份建构的动态顺应性分析[J].外语教学35(5):30-34.
Baratta,A.2014.Military impoliteness as an(eventually)unmarked form:A comment on Bousfield(2007)[J].Journal of Pragmatics 60(1):17-23.
Brown,P.&S.Levinson.1987.Politeness:Some Universals in Language Usage[M].Cambridge:CUP.
Ho,V.2010.Constructing identities through request e-mail discourse[J].Journal of Pragmatics 42(8):2253-2261.
Hyland,K.2002.Authority and invisibility:Authorial identity in academic writing[J].Journal of Pragmatics 34(8):1091-1112.
Li,C.T.&Y.P.Ran.2015.Self-professional identity construction through other-identity deconstruction in Chinese televised debating discourse[J].Journal of Pragmatics 94:47-63.
Limberg,H.2010.The International Organization of Academic Talk:Office Hour Consultations[M].Amsterdam:John Benjamins Publishing Company.
Ren,Y.X.2014.Constructing Identities in Academic Advising Interaction[M].Tianjin:Nankai University Press.
Sakita,T.I.2002.Reporting Discourse,Tense,and Cognition[M].Oxford:Elsevier Science Ltd.
Tang,R.&S.John.1999.The‘I’in identity:Exploring writer identity in student academic writing through the first person pronoun[J].English for Specific Purposes 18:S23-S39.
Tracy,K.2013.Everyday Talk:Building and Reflecting Identities[M].London:The Guilford Press.
Tse,P.&K.Hyland.2005.Hooking the reader:A corpus study of evaluative that in abstracts[J].English for Specific Purposes 24(2):123-129.
鲍志坤.2016.英汉情感表达的隐喻溯源[J].中国教育学刊(2):77-79.
陈新仁.2013.语用身份:动态选择与话语建构[J].外语研究(4):27-32,112.
陈新仁.2014.语用学视角下的身份研究——关键问题与主要路径[J].现代外语37(5):702-710,731.
陈新仁.2018.语用身份论——如何用身份话语做事[M].北京:北京师范大学出版社.
陈新仁,等.2013.语用学视角下的身份与交际研究[M].北京:高等教育出版社.
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33(2):16-22.
崔凤娟.2017.庭审中的模糊语言与权力关系研究[J].浙江外国语学院学报(5):19-25.
何荷.2016.国外英语学术期刊论文中建议话语的身份建构——一项实证研究[J].外语教学理论与实践(1):34-40,54.
洪牡丹.2018.军队语境中不礼貌话语的身份建构机制[J].天津外国语大学学报25(1):35-44.
胡晶晶.2017.硕士论文答辩中教师问句的语用身份建构功能研究[J].英语广场(12):67-68.
李娟.2016.语用身份视角下的博士论文致谢语研究[J].外语研究33(2):33-38.
潘峰,李鑫.2017.记者招待会汉英口译中的性别差异:以插入语I think和I believe为例[J].外语学刊(5):37-42.
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)35(3):154-160,164.
任育新.2013b.学术建议中专家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38(2):147-158,291.
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33(2):23-28.
宋富英.2012.尊重的不礼貌回应策略的强势语用功能探析[J].重庆交通大学学报12(5):138-141.
孙莉.2015.中国硕士学位论文英文摘要的语用身份建构研究[J].外语与外语教学(5):15-21.
王湘君,陈文,杜宇,林炽贤.2017.关于教师心目中的优秀学生标准的研究[J].内江科技38(6):96-98.
吴格奇.2013.学术论文作者自称与身份构建——一项基于语料库的英汉对比研究[J].解放军外国语学院学报36(3):6-11.
夏芳.2009.论文答辩中教师话语身份特征研究——一场英文硕士论文答辩的个案研究[J].中国外语教育2(3):26-33.
徐昉.2011.中国学生英语学术写作中身份语块的语料库研究[J].外语研究(3):57-63.
徐曼菲,何安平.2011.中、英大学生口语中I think的对比研究[J].当代外语研究(3):22-26,60-61.
徐欣.2010.英汉第一人称代词复数的虚指[J].山东外语教学(5):21-24
杨欣然.2015.二语学术写作中的自我指称与作者身份建构[J].外语与外语教学(4):50-56..
于国栋.2004.语码转换研究的顺应性模式[J].当代语言学(1):77-87,94.
袁周敏.2014.语用身份建构的动态顺应性分析[J].外语教学35(5):30-34.