跨文化语用失误分析及其对大学英语教学的启示 An Analysis of Cross-cultural Pragmatic Failure and Its Implication on College English Teaching文献综述

 2021-09-27 00:12:04

毕业论文课题相关文献综述

Literature review

According to Kroeber, A. L., Kluckhohn, C, who published a book named Culture: A critical review of concepts and definitions in 1952, the great diversity of meanings attached to the word and to the concept underlying it has become a grave weakness in anthropological theory. They gave a critical review of the concept and definition on culture, which marked the beginning of cultural exploration to some extent.

In 1983, Thomas, J. Leech, G. N. and Wolfson, N. respectively put forward their own theory as to the subject of pragmatics. The most important one was Thomas, J. s Cross-cultural Pragmatic Failure In Applied Linguistics, where he gave the term pragmatic failure to the inability to understand 'what is meant by what is said'. In the chapter of introduction, Thomas discussed the nature of pragmatic failure and ways in which students may be helped to acquire pragmatic competence, he also listed lots of examples to prove his opinion and gave further explanation. Leech, G. N touched on the problem of principles of pragmatics, starting with Grice's Cooperative Principle, showing how the well-known maxims of Quantity, Quality, Relation and Manner operate in conjunction with a Principle of Irony. These are related to a Textual Rhetoric involving Principles of Process ability, Clarity, Economy and Expressivity. Last but not the least, Wolfson, N. pointed out the rules of speaking, which also enriched the exploration of this study. Therefore, 1983 was a meaningful and great year.

From the end of 1980s to 1990s, many theorists noted study concerned about language, cultural communication and pragmatics. At that time, books named knowledge of language and ability for use, communication between Cultures, Meaning in Interaction: An introduction to pragmatics, pragmatics and English learning and Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning were come out one by one. Anyway, the explorations had shown a new perspective for the study of cross-cultural pragmatic failure, which enlightened generations by generations.

At the beginning of 21 century, the scope of study was focused on Cross-cultural pragmatic failure and culture teaching. More analysis and theories were applied to practice and the study developed to a new level. Until the year of 2010, Henry, E. S. Ryan, J., Slethaug, G. and Su, I. respectively introduced the new field of research: chinglish, Chinese learner and pragmatic competence. They enabled Chinese people to widen the horizon and realize the problem of the craze for English learning, which turned the view to our own country and more concretely investigated the study on the basis of the reality.

The latest available study Analysis and countermeasures of pragmatic failures in Chinese learners oral English written by Wang, J., Chen, J. N., Liu, C. X., Bian, F. L in 2012 gave full play to the combination of pragmatic failure with Chinese peoples English learning, which had a great reference value.

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