“批评”言语行为在感知和表达两个层面上的语用迁移研究
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摘要
语用迁移是语际语用学研究的热点问题之一，人们对它的关注主要表现在两方面：一是在言语行为中寻找迁移的证据，二是研究影响迁移的限制性因素。在第一方面，多数研究仅关注几个相对做出明确界定的言语行为，如“请求”、“拒绝”、“道歉”、“恭维”、“邀请”等，而对其他言语行为的研究则不够；有的研究发现了语用迁移，而有的没发现语用迁移；而且多数研究只关注表达层面的语用迁移，而忽视对感知层面的语用迁移的研究。在第二方面，部分研究者考察了二语水平与语用迁移的关系，但没有得到一致的结果：有的研究发现二语水平与语用迁移呈正相关；有的却发现二者之间呈负相关；还有的发现二者之间不相关。
鉴于上述原因，本文以“批评”言语行为为研究对象，以语篇补全测试问卷和语境适切性评价调查问卷为工具收集表达和感知层面的研究语料，以独立样本t检验和使用频率或语境适切性评价差异度为测量工具，研究中国英语学习者在表达和感知层面的语用迁移以及二语水平与语用迁移的关系，主要分析和解决下列七个问题：
1）美国英语本族语者使用什么语用语言策略实施批评言语行为？
2）中国汉语本族语者使用什么语用语言策略实施批评言语行为？
3）中国英语学习者在表达“批评”言语行为时，其语义程式和修饰语的使用频率是否发生语用迁移？
4）在表达层面，二语水平对语用迁移有何影响？
5）中国英语学习者在感知批评言语行为时是否发生语用迁移？
6）在感知层面，二语水平对语用迁移有无影响？
7）如果中国英语学习者在感知和表达批评言语行为时发生了语用迁移，那么发生在这两个层面的语用迁移有何联系？
通过对54名中国汉语本族语者、30名美国英语本族语者、30名高水平中国英语学习者、31名中等水平中国英语学习者和50名低水平中国英语学习者提供的语料进行对比和分析，本文主要取得了以下一些研究发现：
1）中、美本族语者均以间接批评策略及其语义程式和内部修饰语为主实施批评言语行为，但他们常用的语义程式和修饰语有所差别。
2）中、美本族语者人均和每个批评言语行为平均使用的语义程式的数量基本相同，但美国英语本族语者人均和每个批评言语行为平均使用的修饰语的数量远远高于中国汉语本族语者的人均和每个批评言语行为平均使用的数量，而且美国英语本族语者常用的语义程式和修饰语的种类多于中国汉语本族语者常用的种类。
3）在表达层面，通过使用频率差异度分析，发现不同水平中国英语学习者批评言语行为的语义程式和修饰语发生了不同程度的语用迁移，有些发生了明显语用迁移，有些发生了非明显语用迁移；还发现二语水平与语用迁移的关系表现出四种类型：直线上升型、直线下降型、U型和倒U型。总体上语用迁移的程度随着二语学习者语言水平的提高而呈下降的趋势。
4）在感知层面，通过语境适切性评价的差异度分析，发现中国英语学习者对中国汉语本族语者和美国英语本族语者的批评言语行为语境适切性的评价发生了不同程度的语用迁移；同时发现在感知层面二语水平与语用迁移的关系也表现出上述四种类型，但总体上语用迁移的程度随着二语水平的提高而变小，与表达层面二语水平和语用迁移的关系基本一致。
5）通过对比分析中国英语学习者在感知和表达两个层面的语用迁移，发现二者之间的一些联系：某些语义程式或修饰语同时在表达和感知层面均发生了语用迁移。
研究发现表明本文所采用的研究工具、研究方法和测量工具尽管存在一些不足，但总的来说还是行之有效的，本文的研究发现可以为进一步研究语用迁移和二语水平与语用迁移的关系问题提供借鉴，理论上为丰富和完善语际语用学做了一点贡献，实践上可为课堂语用教学提供一些参考。
Pragmatic transfer is one of the hot research topics in interlanguage pragmatics.Attention of previous studies has been focused mainly on two aspects: discoveringevidences of pragmatic transfer in the speech acts and exploring the constraint factorsinfluencing pragmatic transfer. For the first aspect, most of the studies are only about someof the relatively well-defined speech acts such as “request”,“refusal”,“apology”,“compliment”,“invitation”, etc., while most other speech acts are under-researched; someof the studies found pragmatic transfer while some others did not, and most of the studiesare conducted only at the level of production while neglecting pragmatic transfer at thelevel of perception. For the second aspect, the relationship between L2proficiency andpragmatic transfer is investigated by a few researchers, but without consistent results: somefinding a positive relationship, some finding a negative one, while others finding norelationship.
For the reasons mentioned above, the present study is intended to investigate ChineseEnglish learners’ pragmatic transfer in the speech act of “criticism” at both levels ofperception and production, and the relationship between L2proficiency and pragmatictransfer at the same time. With a Discourse Completion Task (DCT) and a contextualappropriateness assessment questionnaire as the instruments designed to collect theresearch data at both levels of production and perception, and with Independent-Sample TTest and the Degree of Discrepancy in use frequency or contextual appropriatenessassessment as the measuring instrument, this study attempts to probe into the followingquestions:
1) What pragmalinguistic strategies are used by native American English speakers toperform the speech act of criticism?
2) What pragmalinguistic strategies are used by native Chinese speakers to performthe speech act of criticism?
3) Does pragmatic transfer occur at the level of production in the frequency ofsemantic formulas and modifiers in the speech acts of criticism made by Chinese Englishlearners?
4) What is the relationship between L2proficiency and pragmatic transfer at the levelof production?
5) Does pragmatic transfer occur when Chinese English learners perceive the speech acts of criticism?
6) What is the relationship between L2proficiency and pragmatic transfer at the levelof perception?
7) What are the connections between the pragmatic transfer at the level of productionand that at the level of perception when it occurs at both levels?
Based on the analysis of the data provided by54native Chinese speakers,30nativeAmerican English speakers,30high proficiency Chinese English learners,31intermediateproficiency Chinese English learners and50low proficiency Chinese English learners, themajor findings of the study are as follows:
1) Both native Chinese speakers and native American English speakers use theindirect strategies and semantic formulas and internal modifiers as the chief means toperform the speech act of criticism, but their frequently-used semantic formulas andmodifiers are not the same.
2) The average number of semantic formulas in every speech act of criticism by everynative Chinese speaker and every native American English speaker is very similar, but theaverage number of modifiers in every speech act of criticism by every native AmericanEnglish speaker is much bigger than that by every native Chinese speaker. Besides, thetypes of semantic formulas and modifiers used frequently by native American Englishspeakers outnumber those by native Chinese speakers.
3) Analysis of the Degree of Discrepancy in use frequency shows that pragmatictransfer occurs in some of the speech act semantic formulas and modifiers produced byChinese English learners, some as apparent pragmatic transfer while others as unapparentpragmatic transfer, and that four types of relationship between L2proficiency andpragmatic transfer are discovered–straight ascending type, straight descending type, Utype and inverted U type. And in general, the degree of pragmatic transfer decreases as L2proficiency increases.
4) Analysis of the Degree of Discrepancy in contextual appropriateness assessmentshows that pragmatic transfer occurs when Chinese English learners perceive the speechacts of criticism produced by both native Chinese speakers and native American Englishspeakers, and that the above-mentioned four types of relationship between L2proficiencyand pragmatic transfer are also discovered, and in general, the degree of pragmatic transferdecreases as L2proficiency increases at the level of perception as at the level ofproduction.
5) It is found that pragmatic transfer occurs in some of the semantic formulas and modifiers in the speech acts of criticism produced by Chinese English learners and in theircontextual appropriateness assessment of the speech acts of criticism produced by nativeChinese speakers and native American English speakers.
The findings of the present research verify the effectiveness of the researchinstruments, methods and measuring instruments in spite of their weaknesses, and providesome references for further studies of pragmatic transfer and its relationship with L2proficiency. Theoretically, the present study makes some contributions to interlanguagepragmatics, and in practice, it could be applied to the teaching of pragmatic competence inthe foreign language classroom.
鉴于上述原因，本文以“批评”言语行为为研究对象，以语篇补全测试问卷和语境适切性评价调查问卷为工具收集表达和感知层面的研究语料，以独立样本t检验和使用频率或语境适切性评价差异度为测量工具，研究中国英语学习者在表达和感知层面的语用迁移以及二语水平与语用迁移的关系，主要分析和解决下列七个问题：
1）美国英语本族语者使用什么语用语言策略实施批评言语行为？
2）中国汉语本族语者使用什么语用语言策略实施批评言语行为？
3）中国英语学习者在表达“批评”言语行为时，其语义程式和修饰语的使用频率是否发生语用迁移？
4）在表达层面，二语水平对语用迁移有何影响？
5）中国英语学习者在感知批评言语行为时是否发生语用迁移？
6）在感知层面，二语水平对语用迁移有无影响？
7）如果中国英语学习者在感知和表达批评言语行为时发生了语用迁移，那么发生在这两个层面的语用迁移有何联系？
通过对54名中国汉语本族语者、30名美国英语本族语者、30名高水平中国英语学习者、31名中等水平中国英语学习者和50名低水平中国英语学习者提供的语料进行对比和分析，本文主要取得了以下一些研究发现：
1）中、美本族语者均以间接批评策略及其语义程式和内部修饰语为主实施批评言语行为，但他们常用的语义程式和修饰语有所差别。
2）中、美本族语者人均和每个批评言语行为平均使用的语义程式的数量基本相同，但美国英语本族语者人均和每个批评言语行为平均使用的修饰语的数量远远高于中国汉语本族语者的人均和每个批评言语行为平均使用的数量，而且美国英语本族语者常用的语义程式和修饰语的种类多于中国汉语本族语者常用的种类。
3）在表达层面，通过使用频率差异度分析，发现不同水平中国英语学习者批评言语行为的语义程式和修饰语发生了不同程度的语用迁移，有些发生了明显语用迁移，有些发生了非明显语用迁移；还发现二语水平与语用迁移的关系表现出四种类型：直线上升型、直线下降型、U型和倒U型。总体上语用迁移的程度随着二语学习者语言水平的提高而呈下降的趋势。
4）在感知层面，通过语境适切性评价的差异度分析，发现中国英语学习者对中国汉语本族语者和美国英语本族语者的批评言语行为语境适切性的评价发生了不同程度的语用迁移；同时发现在感知层面二语水平与语用迁移的关系也表现出上述四种类型，但总体上语用迁移的程度随着二语水平的提高而变小，与表达层面二语水平和语用迁移的关系基本一致。
5）通过对比分析中国英语学习者在感知和表达两个层面的语用迁移，发现二者之间的一些联系：某些语义程式或修饰语同时在表达和感知层面均发生了语用迁移。
研究发现表明本文所采用的研究工具、研究方法和测量工具尽管存在一些不足，但总的来说还是行之有效的，本文的研究发现可以为进一步研究语用迁移和二语水平与语用迁移的关系问题提供借鉴，理论上为丰富和完善语际语用学做了一点贡献，实践上可为课堂语用教学提供一些参考。
Pragmatic transfer is one of the hot research topics in interlanguage pragmatics.Attention of previous studies has been focused mainly on two aspects: discoveringevidences of pragmatic transfer in the speech acts and exploring the constraint factorsinfluencing pragmatic transfer. For the first aspect, most of the studies are only about someof the relatively well-defined speech acts such as “request”,“refusal”,“apology”,“compliment”,“invitation”, etc., while most other speech acts are under-researched; someof the studies found pragmatic transfer while some others did not, and most of the studiesare conducted only at the level of production while neglecting pragmatic transfer at thelevel of perception. For the second aspect, the relationship between L2proficiency andpragmatic transfer is investigated by a few researchers, but without consistent results: somefinding a positive relationship, some finding a negative one, while others finding norelationship.
For the reasons mentioned above, the present study is intended to investigate ChineseEnglish learners’ pragmatic transfer in the speech act of “criticism” at both levels ofperception and production, and the relationship between L2proficiency and pragmatictransfer at the same time. With a Discourse Completion Task (DCT) and a contextualappropriateness assessment questionnaire as the instruments designed to collect theresearch data at both levels of production and perception, and with Independent-Sample TTest and the Degree of Discrepancy in use frequency or contextual appropriatenessassessment as the measuring instrument, this study attempts to probe into the followingquestions:
1) What pragmalinguistic strategies are used by native American English speakers toperform the speech act of criticism?
2) What pragmalinguistic strategies are used by native Chinese speakers to performthe speech act of criticism?
3) Does pragmatic transfer occur at the level of production in the frequency ofsemantic formulas and modifiers in the speech acts of criticism made by Chinese Englishlearners?
4) What is the relationship between L2proficiency and pragmatic transfer at the levelof production?
5) Does pragmatic transfer occur when Chinese English learners perceive the speech acts of criticism?
6) What is the relationship between L2proficiency and pragmatic transfer at the levelof perception?
7) What are the connections between the pragmatic transfer at the level of productionand that at the level of perception when it occurs at both levels?
Based on the analysis of the data provided by54native Chinese speakers,30nativeAmerican English speakers,30high proficiency Chinese English learners,31intermediateproficiency Chinese English learners and50low proficiency Chinese English learners, themajor findings of the study are as follows:
1) Both native Chinese speakers and native American English speakers use theindirect strategies and semantic formulas and internal modifiers as the chief means toperform the speech act of criticism, but their frequently-used semantic formulas andmodifiers are not the same.
2) The average number of semantic formulas in every speech act of criticism by everynative Chinese speaker and every native American English speaker is very similar, but theaverage number of modifiers in every speech act of criticism by every native AmericanEnglish speaker is much bigger than that by every native Chinese speaker. Besides, thetypes of semantic formulas and modifiers used frequently by native American Englishspeakers outnumber those by native Chinese speakers.
3) Analysis of the Degree of Discrepancy in use frequency shows that pragmatictransfer occurs in some of the speech act semantic formulas and modifiers produced byChinese English learners, some as apparent pragmatic transfer while others as unapparentpragmatic transfer, and that four types of relationship between L2proficiency andpragmatic transfer are discovered–straight ascending type, straight descending type, Utype and inverted U type. And in general, the degree of pragmatic transfer decreases as L2proficiency increases.
4) Analysis of the Degree of Discrepancy in contextual appropriateness assessmentshows that pragmatic transfer occurs when Chinese English learners perceive the speechacts of criticism produced by both native Chinese speakers and native American Englishspeakers, and that the above-mentioned four types of relationship between L2proficiencyand pragmatic transfer are also discovered, and in general, the degree of pragmatic transferdecreases as L2proficiency increases at the level of perception as at the level ofproduction.
5) It is found that pragmatic transfer occurs in some of the semantic formulas and modifiers in the speech acts of criticism produced by Chinese English learners and in theircontextual appropriateness assessment of the speech acts of criticism produced by nativeChinese speakers and native American English speakers.
The findings of the present research verify the effectiveness of the researchinstruments, methods and measuring instruments in spite of their weaknesses, and providesome references for further studies of pragmatic transfer and its relationship with L2proficiency. Theoretically, the present study makes some contributions to interlanguagepragmatics, and in practice, it could be applied to the teaching of pragmatic competence inthe foreign language classroom.
引文
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