On Speech Act Theory of Education in China listening comprehension.docx

On Speech Act Theory of Education in China listening comprehension.docx

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OnSpeechActTheoryofEducationinChinalisteningcomprehension

OnSpeechActTheoryofEducationinChinalisteningcomprehension

PaperKeywords:

SpeechActTheorytoUnderstandtheRevelationAbstract:

Thisarticlefromtheperspectiveofpragmatics,toKerry’sspeechacttheoryandthetheoryofcodeinputandoutputintegratedcombinationofspeechacttheorytoexploretheabilityoflisteningcomprehensiontraininginspiration.

SpeechActTheory,Pragmaticsspeciesasanimportantcontent,theemphasisisthatpeopleuselanguagetoimplementsomeofthebehaviorandfunction.Whitefromthistheorytothestudyoflanguagetoasinglesentencefromthetextasforthecentertocenter;shiftfromthelanguageitselfasthecenterasthecenterofcontext;fromknowledgeofthelanguageshifttothecommunicativefunctionasthecenterforthecenter.Inaddition,thelanguagefromlisteningteachinglanguageformsandusageoflanguagefunctionsasthecentershiftedtothecenter.Asaresult,studentsnotonlytomasteracertainvocabulary,grammar,knowthecorrectsentencestructure,butalsotolearnhowtoextractinacontexttoexpresstheintentionofthespeaker.Therefore,actiontheoryoflanguagetrainingintheteachingoflisteningcomprehensionapplicationisnecessary.

I.DescriptionofSpeechActTheory

SpeechActTheoryinthelate20thcentury,50fromtheOxfordUniversityphilosophyprofessorJohnAustin（Austin）thefirstplace.Afterthis,the20-30years,scholarsinthelanguageofthetheoryhadatremendousimpact.Thelanguagewastherejumpingontheacademiccalled“behavior”situation.Nowinthelanguageofspeechacttheoryhasbeenestablishedinposition,andwaswidelyused.

Austin,firstproposedadistinctionbetweennarrativeandsentenceandappliedforthesentence,theestablishmentofthespeechacttheory.Secondly,thespeechacttheorytrichotomy.

Ideographicwordstoact（Locutionaryact）meanstosaymeaningfulidiomaticwords,itsroleismainlyusedforpresentation.

Whatactionstowordsanddeeds（Illocutionaryact）referstothespecificcontextinmeaningfuldiscoursegiventhepowerofaspeechact,intheexpressionofthesemanticintentorpurposetoaccomplishatime.

Wordstotakeeffectiveactions（Perlocutionaryact）referstothisdiscoursebehaviorinthelistenertheeffectproducedbythebody.

Austin’sspeechacttheoryfromtheinitialsentenceandappliedforthesentencenarrativedichotomytrichotomytolaterrealizethatthetheoryinaqualitativeleap.

Austin’sspeechacttheoryledtoevenmoredepthsuccessorsystem.OneofthemostaccomplishedAmericanofhisanalysisofaphilosopher,astudentPurcell（J.RSearl）.NasserinheritedanddevelopedmanyoftheviewsAustin.Hesaid:

“Wehavetofocusforresearchbecauseallspeechactsarespeechactsareincludedverbalcommunication,verbalcommunicationisnotusuallyconsideredaunitofsymbols,wordsorstatements,orevensymbols,wordsandstatementstag,butinthelanguageorbehaviorisconstructedoutofthesesymbols,wordsorstatements.“

Inaddition,Purcell’scontributiontospeechacttheoryisthathemadethefamous“indirectactiontheory.”Indirectspeechactisrelativetothedirectspeechact,thetwoco-existasalinguisticphenomenoninthenaturallanguageenvironment.Communicatorsintheimplementationofindirectspeechactsareoftennotdirectlytelltheirowntosay,butbyvirtueofanother（oftendirect）toindirectspeechactsexpresstheirintent.

PurcellalsotoAustin’sspeechacttheory,theoriginal“two-thirdssaidspeechact,”become“,saidaquarterofSpeechAct”,emphasizingtheimportantroleofbehavioralpropositions.

Callingbehavior（Utteranceact）bysayingcertainwords,phrases,orstatementstocompletetheact.

Propositionbehavior（Propositionalact）bymakingordeterminationtocompletetheallegedbehavior.

Whatactionstowordsanddeeds.

Takeeffectiveactionstowords.

Callingbehaviorisjusttosaycertainwords,phrases,orstatements,andpropositionsbehaviorandwhatactionstowordsanddeedsisinacertaincontext,undercertainconditions,andWiththeintentionofsometosaycertainwords,phrases,orstatements.Therefore,wecancompleteseveraldifferentactionstocompletetheutteranceofapropositiontothewordsanddeedsdoanactoracts.

WillJohnleavethisroomJohnwillleavethisroomJohn,leavethismorn!

WishJoanleavethisroom.

IfJohnleavesthisroom,Ileavetoo.

ThefivecommonelementsincludeastatementthatJohnlefttheroom,eachstatementmentionedJohntheperson,andthatthiseventlefttheroom.Thiscommoncontentcalleda“proposition”actsdonebyPropositionreferredtoas“Propositionbehavior.”

PurcellwillbeAustin’stheoryofsystematicandperfecttobuildamoredetailedspeechacttheory,makeupAustin’sspeechacttheoryofdefects,breakingthestaticstudyoflanguage,traditionandlaidthefoundationforlaterstudy.

Second,thepsychologicalprocessoflisteningcomprehensionListeningcomprehensionisakindofcomplexpsychologicalprocess.Inthisprocess,theaudiencehavethedestinationstoredinthehumanbrainusingtheoriginalinformationreceivednewinformationontheselection,sortingandprocessing,togainnewknowledge,andthusachievethepurposeofcommunication.belowtheKawithMichiganStateUniversity’s（Cass）proposed“Codeinputandoutputintegrationtheory”ofthepsychologicalprocessoflisteningcomprehensiontoelaborate.

Kerry’sproposedlanguagecodefromtheinputtotheoutputofcode,hasgonethroughfourdifferentstages.Codeinputstage,astageofapperceptionunderstandingofcodeofcodephase,codephaseabsorption,codeintegrationphase,Codeoutputstage

ApperceptiveawarenessactivitiesCodeisthefoundationstageiscausedbythecurrentthings,apsychologicalevent,whichthepastknowledgeandexperiencewiththecurrentattentiontothethingsthatlink,whichplayaroleinimprovingthecurrentsenseofclarity.

Stagereferstotheunderstandingofcode“apperception”afterfurtherunderstandingoftheprocessofcode.Inthisprocess,“negotiation（negotiation）”playsakeyrole.Learnersencounterhadmisunderstoodthanunderstoodortoplacere-corrected.

Kerry’sabsorptionoftheCodeisdividedintotwodifferentstagesof.1.Initialabsorption:

theCodetobecomeavailableforstorageofdata,asthelanguageaftertheconstructionmaterials.2.Thefinalstage:

thetransformationofdatatobestoredinBuildinglanguagepartofthesystem.Thisistrulythelanguageofabsorption.

CodeintegrationphaseisthecoreofKerry’spartofthetheoreticalmodel.Kerry’sviewthatabsorptionofcodethatdoesnotmeanlearnerswillbeabletouseinfutureactivitiesoroutputofcode.Codeabsorbedandstoredinthebrain,thiswhensomedegreeofunderstandinghasbeengenerated,butnotyetintegratedintothelearnerovergrammarsystem.Therefore,theintegrationphasealsoneedtounderstandtheoccurrenceofcertainevents.

Kerry’scombinationoflanguagecodeinputandoutputintegrationofcognitivetheoryandthecharacteristicsoflisteningcomprehension,listeningcomprehensionpsychologicalprocessdiagramcanbedrawnasfollows:

Third,thespeechacttheoryandthecombinationoflisteningcomprehensionIntheprocessoflisteningcomprehension,speechinputinformationthroughtheearsthelistenerthebrain,theinteractionbetweenoldandnewinformationabsorbedinthebrain,whichlistenersextractinformationaboutthemeaningofwords.Inthisprocess,becausebythefrequency,emotionalfactorsandattentionforceandotherfactors,thesignificanceoftheextractionisoftenone-sided,surface.combinationofspeechacttheory,thattheunderstandingofthesignificanceofthisstageisjustwordstowordsexpressiveofinformationact.

CodeintheunderstandingandintegrationofthesetwoprocessesintheCode（whichisthecorestageoftheprocessoflisteningcomprehension）,is“apperception”tofurtherimprovethemeaningandlanguageoftheinformationitselfinfinitelyclosetothetargetwouldliketoexpressmeaning（intendedmeaning）.Aftertwohumanbrainintelligenceprocessing,thelistenerwasfinallyextractedinthecommunicativeactivitiesinordertoplayakeyroleinthebehaviorofwordsanddeedsmatter.Links

downloadthefreepaperhasalreadybeenmentionedearlierthatinordertosuccessfullycompletetheintegrationoflanguageacquisitionstageofthetaskalsoneedtoplacesomesortofawareness.Intheprocessoflisteningcomprehensionisalsotrue.AccordingtoNasser’sspeechacttheory,animportantfeatureofverbalcommunicationisthatithasintentionality.Hesaid:

“Wehavetosendsomepeopletodrawonpaperorasignlanguagetocommunicateasanexample,becausewehavethissoundordrawthissymbolhasacertainintention,thatis,expectationsthroughthesoundorthesymbolsofcertaininformationtoothers.“Therefore,intheintegrationphaseoftheawarenessactivitiesistodecodethelanguageofintenttoextractinformationoutofcomplexpsychologicalsignificanceofwordsarecognitiveactivities.

Finally,listenerswhounderstandthemeaningofwords,andmakecorrespondingfeedback.Intheprocessoflisteningcomprehension,listenerfeedbackastotakeeffectiveactionstocompletethestatement.

Figure2:

Notdifficulttofind,thesuccessfulcompletionoftheprocessoflisteningcomprehension,thelistenerintentondecodingdiscourseinformationplaysavitalroleinactivities.Intheframeworkofspeechacttheory,undertheguidance,aftercarefulanalysisoflanguagematerial,canbedraw