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在英语学习者中尝试对言外之力进行调查
时间:2013-03-19 浏览次数:1657次 无忧论文网
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【中文题名】 在英语学习者中尝试对言外之力进行调查 【英文题名】 Toward an Illocutionary Forces Survey in English Learners 【中文摘要】 奥斯丁在他的书《如何以言行事》中提出言语行为理论后,引起了语言学界的关注,很多学者做了研究,塞尔发展了这一理论,并对施事行为做了重新分类。后又提出生效条件,以及言外之力标示手段,对言语行为理论做出了贡献。 英语学习者对于言外之力的识别能力直接关系到能否恰当的与人交流,因此,本人对于所在地区的英语学习者的言外之力的识别能力做了调查访谈,并对调查结果进行了分析,试图从中找出影响英语学习者的言外之力的识别能力的主要因素,希望通过教学增强学生对言外之力的识别能力,从而增强他们的交际能力。 【英文摘要】 Illocutionary forces are very important in the speech act theory and there have been a lot of researches on it ever since Austin wrote his book, How to Do Things with Words. Searle revised the classification of speech acts by Austin and made the theory develop systematically. According to Austin, there are four conditions for an illocutionary act to be felicitous and he named them Felicity Conditions. Searle further developed his Felicity Conditions and put forward the so-called Illocutionary Forces Indic 【中文关键词】 言外之力. 生效条件. 言外之力标示手段. 间接言语行为. 会话涵义. 言外之力的识别能力. 交际能力. 【英文关键词】 Illocutionary forces. Felicity conditions. Illocutionary forces indicating devices. Indirect speech acts. Conversational implicature. Identification of illocutionary forces. and Communicative competence. CHAPTER 1 INTRODUCTION 6-10 CHAPTER 2 ILLOCUTIONARY FORCE AND ITS CLASSIFICATIONS 10-24 2.1 AUSTIN'S ACHIEVEMENT 10-15 2.1.1 Constatives VS Performatives 10-12 2.1.2 Three Subacts of Speech Acts 12-13 2.1.3 Austin's Classification of Illocutionary Acts 13-16 2.2 SEARLE'S DEVELOPMENT OF THE THEORY 15-21 2.2.1 Kinds of Speech Acts 16-17 2.2.2 Searle's Alternative Classification of Illocutionary Acts 17-24 2.3 KEITH ALLAN'S CLASSIFICATION OF ILLOCUTIONARY ACTS 21-23 2.4 A BRIEF SUMMARY 23-24 CHAPTER 3 REALIZATION OF ILLOCUTIONARY FORCES 24-40 3.1 FELICITY CONDITIONS ON ILLOCUTIONARY ACTS 24-26 3.1.1 Austin's Felicity Conditions 24-25 3.1.2 Searle's Felicity Conditions 25-26 3.1.3 Keith Allan's Felicity Conditions 26-50 3.2 ILLOCUTIONARY FORCE INDICATING DEVICES 26-27 3.3 INDIRECT SPEECH ACTS 27-33 3.4 CONVERSATIONAL IMPLICATURE 33-39 3.5 A BRIEF SUMMARY 39-40 CHAPTER 4 A SURVEY OF ILLOCUTIONARY FORCES 40-49 4.1 STATEMENT OF THE PROBLEM 40-40 4.2 MY SUR0EY 40-41 4.3 MY ANALYS0S 41-42 4.4 INTERVIEWS 42-45 4.5 CONCLUSION OF THE SUR0EY 45-47 4.6 SOME PROPOSALS FOR REFORMS IN ENGLISH TEACHING 47-48 4.7 MY OPINION ON ENGLISH TEACHING 48-50 ACKNOWLEDGEMENTS 49-50 REFERENCES 50-51
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