语用学与中学英语教学

1. 语用学与中学英语教学 长沙市天心区教师进修学校 宋 文

2. 一、语用学的基本定义 二、中学英语教学研究语用学的意义 三、中学英语教学常见的语用失误 四、语用学对中学英语教学的影响

3. 一、语用学的基本定义

4. 语用学（pragmatics），是语言学的一个分支，是一门动态描写语言的学问。语用学（pragmatics），是语言学的一个分支，是一门动态描写语言的学问。 它研究在特定情境中的特定话语，以及如何通过语境（context）来理解和使用语言（戴伟栋，2000）。

5. A: What would like for your birthday? B1: I’d like a new camera for my birthday. (静态意义） B2: Well, my camera is broken. （动态意义）

6. 语用学研究的就是语言在一定的语境中使用时体现出来的具体的意义。语用学研究的就是语言在一定的语境中使用时体现出来的具体的意义。 句子本身的意思和说话人想表达的意思之间可能有很大的区别。

8. 例如“Is that your car?”( 这是你的车子吗?) 这句话在不同的语境下可能含义有: 1. 表示“抱怨”: “Your car is blocking my gate way— move it !” (你的车挡住了我的通道，把它挪开!) ;

9. 2. 表示羡慕: • “What a fantastic car — • I didn’t know you were so rich !”( 多么棒的一辆车子啊—我不知道你居然这么阔!) ;

10. 3. 表示“看不上眼”: “What a dreadful car ——I wouldn’t be seen dead in it! ” ( 多么糟糕的一台车啊，我死也不会坐它的。）

11. It’s cold in here. -----何自然 1）陈述一个事实（客观说明这里气温的情况）。 2）表达一个请求（天气冷，而门窗却敞开着）。 3）提出一个建议（这里冷，不妨换一个地方）。 4）发出一个警告（这里冷，当心着凉）。 5）表示埋怨（这里气温不宜人）等等。

12. 语用学是专门研究语言的理解和使用的学问。 • 要做到真正理解和恰当使用一门语言，仅仅懂得构成这门语言的发音、词汇和语法是不够的，我们还必须懂得这种语言与理解和使用这种语言的人之间存在的各种各样的关系，如词语的字面意义和隐含意义、话语的前提、说话人的意图、听话人的推断等等。

13. 2. 语用学是讲究语言合适、得体的学问。

14. 2. Golf plays John. 1. Lights, please! 3. Do you like rugby? I am a New Zealander. 4. What’s on television? Nothing. ( consulting a newspaper) (All the TV stations are on strike.) 5. A. Are you going to the seminar? B: It’s on pragmatics.

15. Go to work happily, and come back safely! A: Will you have some more? B1: Oh, yes, please. It’s delicious. B2: Oh, no, thank you. I don’t want much to eat. B3: Thank you. I am sorry to hear about you grandma. I am sorry to hear that your grandma killed herself. I am very sorry to hear your grandma tripped over the cat, cartwheeled down the stairs and brained herself on the electricity meter.

16. 二、中学英语教学研究语用学的意义

17. ……提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本跨文化交际能力…………提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本跨文化交际能力……

18. 新《英语课程标准》首次对英语语言运用能力提出了明确要求。要求学生“能得体地使用英语”。新《英语课程标准》首次对英语语言运用能力提出了明确要求。要求学生“能得体地使用英语”。 新《课程标准》明显增加了几个高频词: 得体，有效交际，恰当表达，推理，语言隐含的情感和态度，跨文化交际意识，国际视野等。 新《课标》强调了语用学在英语教学中的位置，将会对中学英语教学产生深远影响。

19. 三、中学英语教学常见的语用失误

20. a、违反操英语本族人的语言习惯，误用了不恰当的表达方式：a、违反操英语本族人的语言习惯，误用了不恰当的表达方式： --- Thanks a lot for your help. --- Never mind. I. 语言语用方面的错误： “Never mind”用于接受对方道歉时说的，在这里只要说“You’re welcome.”。

21. Thank you. You’re welcome. You deserve it.

22. What do you want? Can I help you? b. 不懂得英语的表达方式，套用母语的表达结构：

23. of course 很多时候表示肯定的意思， 但在这里却有嘲笑对方问如此愚蠢问题的意味。 c. 将汉、英词语等同，造成失误： Will you be going back home for the Spring Festival? Of course! Sure. / Certainly. 母语干扰

24. A: I’d like to phone my friend Dagang. B: OK. You phone first, please. 正：After you. 英语中表示先礼让别人用“after you”, 而you go first是不得体的。

25. The speed of the car is fast. The car is speeding. The car is going too fast.

26. d. 只了解字面意义，弄不清说话人的真正用意： --- May I know your name? --- Yes, you can. 问话的人是希望对方告知名字，但回答的人只是从字面上理解了对方的话。 ---Would you please close the window for me? --- Yes, I would.

27. --- Tom, have you read Unit One twice? --- Yes, I have read Unit One twice. 在这里，用Yes.或Yes, I have.即可明确表达意思，但重复对方的话似乎有不耐烦的意思，我们的教学中为了让学生尝试复述句子，经常这样设计问题，应避免。 e. 滥用完整句，忽视完整句在特定场合下可能带来的特殊含义：

28. f. 混淆同义结构的不同使用场合： Could you possibly help me with the luggage? Airport, please.

29. 社交语用失误指交际中应不了解或忽视谈话双方的社会、文化背景差异而出现的表达失误。社交语用失误主要发生在跨文化交际过程中。社交语用失误指交际中应不了解或忽视谈话双方的社会、文化背景差异而出现的表达失误。社交语用失误主要发生在跨文化交际过程中。 II. 社交语用方面的失误

30. a. 举止方式差异导致社交语用失误： Dr. Smith, you’ve made a wonderful lecture! I really appreciate your lecture, Dr. Smith. “Dr.Brown, You gave us such an attractive talk that I’d like to listen to you for another whole morning.” “I must say, I really appreciate your talk this morning,

31. A: You are very beautiful in red, Mary. B: No, this red dress is old. I don’t think it’s beautiful. 正： Thank you. I am glad to hear it.

32. Good morning, Mr. … b.称呼差异引起社交语用失误： Hello, Teacher Johnson.

33. C. 价值观念差异、文化差异带来的社交语用失误： -what’s your name? -My name is Li. -How old are you? -I’m forty. -Where are you from? -I’m from Guangdong. Where are you from？ -I’m from Hunan. -Is your wife from Hunan,too? -No, she isn’t. She’s from Hubei. -Are you writing a letter to your wife? -Yes, I am. -How often do you write to your wife? -Once a week.

34. - Where are you going? - It’s none of your business. Please sit down, Mrs Green. You’re old. -It’s cold outside. Put on your coat. -Thank you mumy.

35. A: I enjoy the meal. B: good. Taste this. Eat slowly. Eat more. 正： Help yourself.

36. - Thank you for your help. - It’s my duty. - It’s my pleasure. duty的含义是“责任在身，不得已而为之”，会使Tom误解成不是诚心情愿帮忙。

37. - Here is the birthday present for you. - Thank you. - Thank you very much .It is really beautiful. I like it very much.

38. -Would you like to come here soon? - Thank you. I’ll try. 正：Yes, I will or: No thank you anyway.

39. - Sorry. I must be going. I really enjoy the party. Thank you so much. Good night. - Go slowly. Take care of yourself. 正：We are happy to have spent a wonderful night with you. See you tomorrow.

40. Could you possibly help me with the luggage ? Help me with the luggage . d.不注意谈话对象的身份或社会地位、说话的场合而导致社交语用失误： Excuse me, would you mind taking me to the airport? Airport, please!

41. - I’d like to go on foot to enjoy the lights at night. - You had better go by taxi. - It’s better to go by taxi. - I suggest that you go there by taxi. “You had better come here tomorrow again to finish the agreement.

42. - Excuse me,I have finished the dinner. I want to wash my hands. - Please come. - Come this way,please.

43. 四、语用学对中学英语教学的而影响

44. 1.语用意识对语音教学的影响： A: Who is it? B1: Me. (用降调) B2: Me. (用升调) “What are you doing?” I beg your pardon. Sorry. That’s your car.

45. 1. Give him this pen 2. Jane，you kept me waiting so long ”Smith shouted． I beg your pardon, sir．But I did not mean that，I happened to meet an old friend 3. “Do you work in such a noisy workshop every day?” Mr. Smith shouted． I beg your pardon, sir? But I didn’t catch you just now ．

46. 2.语用意识对词汇教学的影响 S: Look, this is my family photo. T: Oh, what a nice photo! Who is the man? S: He is my father. T: Who is the woman? S: She is my mother. T: Who is the old woman? S: Oh, she is my grandma.

47. 在口语操练中设计了这样一道选择题： Which of them is better? Why? 1) a. Then, an old lady comes over. b. Then, an old woman comes over. 2) a. Peter asks the old lady, “Is it your wallet, madam?” b. Peter asks the old lady, “Is it your wallet, granny?” 通过反复比较，学生逐渐明白了“an old lady” 与“an old woman”在英语语言文化上的语义差异， 也认识到了“madam”与“granny”作为称呼在英语 口语交际中语义的本质区别。

48. ①—Do you have an umbrella with you ? —Well , I never thought it would rain . （表示惊讶） ②Well , that is over . （表示快慰、安心） ③Well , you may be right . （表示同意和让步） ④Well , who was it ? （表示谈话重新开始） ⑤—How long have you known him ? —Well , I should say for five years . （表示拖延时间，以便思考） ⑥—Do you like this film ? —Well , not really . （表示想给出一不是听话者所期待的回答） ⑦—How do you like the coat ? —Well ,the colour is nice .（表明不同意听话者的意见）

49. 机械性的操练与语境的创设 “×××, what can you do?” 3.语用意识对语法教学的影响 “I’m an English language teacher. And I like music very much. I can play the piano. Can you play the piano, …?” …… “No.” “Can you play the guitar?” “What can you play?”

50. --- May I know your name? --- Yes, you can. --- Tom, have you read Unit One twice? --- Yes, I have read Unit One twice. ---Would you please close the window for me? --- Yes, I would. Lovely day, isn’t it?