Pragmatic Failure in the CrossCultural Communication跨文化交际中的语用失误Word格式文档下载.docx

Pragmatic Failure in the CrossCultural Communication跨文化交际中的语用失误Word格式文档下载.docx

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成功的跨文化交际不仅需要外语学习者具备良好的语言能力，而且也需要了解中西文化之间的差异，所以增强对目的语的领悟力是必要的。

另一方面，由于语用失误反映出语言学习者的文化背景与价值取向。

也就是说，语言学习者是受不同文化背景和价值取向的影响而出现语用失误的，人们不能过于武断的指责或给它贴上“错误”的标签。

其中一种理智的解决办法就是通过教师的引导，教授他们一些文化知识帮助学习者了解目的语文化与其母语文化的区别。

比如英语词汇包含它特有的文化信息，像有关数字、颜色的词语在语用意义上与中文不同。

此外，教师应该让学生重视委婉语和禁忌语的使用。

语用失误会造成交际双方间的误解，甚至可能被对方误认为是刻意冒犯，或缺乏教养的表现，结果造成交际中断。

这就是语言教师为什么经常告诫学生要尽量避免语用失误的原因。

尽管我们可以避免一些语用失误，但由于母语文化对人们根深蒂固的影响，人们在跨文化交际中不可能完全避免语用失误。

所以我们应该客观的对其进行评价。

关键词：

语言;

文化;

语用失误;

跨文化交际

ABSTRACT

SinceChina’sopeningtotheoutsideworld，thecross-culturalcommunicationbecomesmoreandmoreimportant,ifpeopleofdifferentlanguagesandbackgroundswanttocommunicatesmoothly,languageisthefoundation,andtheculturewhichattachedtothelanguageisalsoimportant.SomeEnglishlearnersoftenmakethepragmaticfailures（expressingimproperlyorevenmakingthewronglyunderstanding）duringthecross-culturalcommunication,fortheyhavelittleknowledgeabouttheEnglishspeakingcountries’backgroundortheydon’tknowhowtounderstandanduseEnglishaccordingtotheconversationcontext.Ifthelanguageseparatedfromculture,itisjustapileofsymbol.Thesuccessfulcross-culturalcommunicationneedsnotonlytheforeignlanguagelearnerstohavethegoodabilityofusinglanguagebutalsotoknowthedifferencesoftheChineseandwesterncultures.Soagoodunderstandingofthetargetlanguageisnecessary.Intheotherhands,becauseofthepragmaticfailureisakindofphenomenonwhichreflectsthelanguagelearners’culturebackgroundandvalueorientation.That’stosay,languagelearnersmakethepragmaticfailurefortheyhavedifferentculturebackgroundsandvalueorientation,peopleshouldnotovercriticizeitartificiallyoraffixtoastag“wrong”onit.Oneofthesensiblewaystosolvethisproblemistoguidethelearnersbyteachers,theycanhelpstudentstodistinguishtheirmotherlanguage’sculturefromthetargetlanguage’sculturebyteachingsomeknowledgeofculture.Forexample,Englishvocabularycontainsitsownculture,likethevocabularyaboutnumberandcolorhavedifferentpragmaticmeaningsinChinese.Furthermore,teachersshouldaskthemtopayattentiontotheusageoftheeuphemismandthetaboo.

Pragmaticfailuremaycausemisunderstandingsbetweenthespeakers.Sometimesitevenregardedasonewhooffendingotherspurposelyorlackofself-cultivation.Asaresult,thecommunicationwillbeinterrupt.Thatiswhylanguageteachersusuallywarnthestudentsofavoidingthepragmaticfailureaspossibleastheycan.Althoughpeoplecanavoidsomepragmaticfailures,becauseoftheyareinfluencedbytheirmotherlanguage’sculturesodeep-seated,itisimpossibleforthemtoavoidpragmaticfailurecompletely.Soitisunavoidabletomakethepragmaticfailureinthecross-culturalcommunication,peopleshouldvaluethepragmaticfailureobjectively.

Keywords:

language;

culture;

pragmaticfailure;

cross-culturalcommunication

CONTENT

CharterOneIntroduction………………………………………………………...1

1.Introduction………………………………………………………………….1

2.LiteratureReview……………………………………………….......................2

CharterTwoTheRelativeKnowledgeaboutPragmaticFailure…………………..4

1.Pragmatics,PragmaticFailure,Cross-CulturalCommunication……………...4

2.TheRelationshipbetweenLanguageandCulture……………….....................5

3.TheCausesofthePragmaticFailureandMainRepresentations……………...6

3.1Analyzingthecauses………………………………………………………6

3.1.1Theinfluencesofthepragmaticnegativetransferinthecross-culturalcommunication………………………………………………………………………...6

3.1.2Thedifferenceofthevalues……………………………………………8

3.1.3Thedifferenceofthethought…………………………………………..9

3.1.4Thedifferenceofthereligionbeliefs……………………………..........9

3.1.5Thedifferenceofthecustoms……………………………….................9

3.2TheMainRepresentations…………………………………………………..10

3.2.1TheCommonRepresentationsofPragmalinguisticFailure…………..10

3.2.2TheCommonRepresentationsofSociapragmaticFailure……………11

CharterThreeMeasurementsandImplications…………………………………..16

1.TheMeasurementsofAvoidingthePragmaticFailureintheCross-CulturalCommunication………………………………………………………………………..16

1.1TrainingofthePragmaticCompetence…………………………………..16

1.2ReadingtheEnglishbooksabundantlytoenrichtheknowledge………..16

1.3StrengtheningtheLanguagePractice,ImprovingtheCommunicationCompetence…………………………………………………………..........................17

2.TheImplicationsofPragmaticFailureinEnglishTeaching……………….17

CharterFourConclusion…………………………………………………………19

Reference…………………………………………………………………….……....21

Acknowledgment…………………………………………………………………….22

CHAPTERONE

INTRODUCTION

1.Introduction

Whenpeopleofdifferentculturescommunicatewitheachother,thefirstbarrieris“languagebarrier”,especiallywhentheydon’tsharethesamemotherlanguage,eveniftheysharethesamemotherlanguage,thelanguagebarriersarestillexistinvariousaspects,soitiscommonwhenthecultureconflictsoccurinthecross-culturalcommunication,thiskindofconflictsusuallyreflectsonthelanguage,anditisaccompaniedwiththepragmaticfailure,whichsometimescausingunnecessaryunderstandingsandconfusions.TheEnglishlinguistThomas（1983）dividedthepragmaticfailureintotwocategories:

pragmalinguisticfailureandsociapragmaticfailure,theformeronereferstothespeakerswhodon’tfollowthenative-speakers’habit,theyexpressthewordsinawrongway,ortheydon’tknowtherightwaytoexpress,someofthemeveninfluencedbythemotherlanguage（e.g.Chinglish）.Thelateronereferstothespeakerswhodon’tknoworneglecttheculturebackgroundofthetargetlanguage,whichleadstothepragmaticfailure.Inthemostoccasions,thepragmaticfailureduringthecross-culturaliscausedbythedifferentsocialandculturebackgrounds.Languageasthekeystoneofcultureistightlyintertwinedwithculture.Learningalanguageisinseparablefromlearningitsculture.Whenlearningaforeignorsecondlanguage,thelearnersshouldnotonlylearnthemereimitationofthepronunciation,grammar,words,andidioms,butalsolearntounderstandtheideas,customs,andbehaviorofthatsociety,learntounderstandtheir“languageofthemind”.Thatistosay,thespeakersneedtolearnenoughaboutthelanguage’sculturesothatwecancommunicateinthetargetlanguageproperlytoachievenotonlythelinguisticcompetencebutalsothepragmaticorcommunicativecompetenceaswell.

Thisthesistriestoanalysesthecausesofthepragmaticfailureinthecross-culturalcommunicationinmanyaspects,thengivesthesolutionstoreducethepragmaticfailureandthenmakingthecross-culturalcommunicationsbecomemoresmoothly.

2.LiteratureReview

PragmaticsasanewbranchoflinguisticsciencewasfirstintroducedintoChinainthe1980s,andinthepragmaticresearchdevelopedrapidly. 

ChinesescholarshaveintroducedanddiscussedthisissueraisedbywesternphilosophersandlinguistslikeThomas（1983）,Grice（1975）,Searle（1969）aswellasLevinson（1986）,Leech（1983）,Verschueren（1999）,Sperber（1986）andWilson（1986）,etc..Grice（1975）developshisremarkabletheoryof 

conversationalimplicatures.Helistsfourmaximsthatofthecooperativeprinciple:

quantity,quality,relationandmanner.ThemostimportantcooperativeprincipleinhumancommunicationislinguisticpolitenessputforwardbyLeech（1983）.Heholdsthatincommunication,participantsshouldfollowthepolitenessprincipleoftactmaxim,generositymaxim,modestymaxim,agreementmaximandsympathymaxim.Butdifferentcultureshavedifferentvalueofpolitenessandhavedifferentexpressionsintheirspeechacts.Thesedifferencesmayleadtopragmaticfailureincross-culturalcommunication.

Inthepreviousyears,manyChinesescholarsalsocontributetothefieldandconductmanyvaluableresearches.HEZirantheprofessoroflinguistics,researchinpragmaticsandAppliedLinguistics.Hehastranslatedandwrittensomebooksonlinguisticpragmatics:

AsurveyofPragmatics（1988）,PragmaticsandEnglishLearning（1997）ExplorationsofLinguisticPragmatics（2000）,andNotesonPragmatics（2002）.AccordingtoHuWenzhong（2002）,characteristicsofculturemaybeboileddowntofiveaspects:

Cultureisnotbiologicalinheritancebutsociallegacy;

Cultureisnotinnatebutsomethingacquiredthroughlearning;

Mostpartofcultureisunconscious;

Cultureservesaspeople’sbehavioralguidelines;

Cultureisdynamic,anditsformsarerelatedtocertainhistoricalperiods.RanYongping（2000）introducesalotofpragmaticworksfromabroad,suchasClinicalPragmatics:

UnravelingtheComplexitiesofCommunicativeFailure;

PragmaticDevelopmentinaSecondLanguage;

PragmaticMarkersandSociolinguisticVariation.

Amongtheresearchoninterculturalcommunication,themostconspicuousfocusisonthestudyofpragmaticfailuresvs.culturalfactors,andonthediscussionofChineselearners'

pragmaticcompetenceinEnglish.TheachievementsinthisfieldshowthatlinguisticcompetenceoftheChineselearnerofEnglishisnotequivalenttohispragmaticcompetence.

CHAPTERTWO

RELATIVEKNOWLEDGEABOUTPRAGMATICFAILURE

Therearemanykindsofcommunicationintheworld,thelanguagecommunicationamonghumanbeingsissomewhatcomplicatedandinteresting.Becauseofpeoplefromdifferentnations,areasorcitiesmayhavevarietyoflanguagesandalsohavevarietyofbackgrounds.Whenthesepeoplecomm