論跨文化交際中的語用失誤【畢業(yè)論文】

1、<p><b>　　本科畢業(yè)論文</b></p><p><b>　?。?0 屆）</b></p><p><b>　　英語</b></p><p>　　論跨文化交際中的語用失誤</p><p>　　On Pragmatic Failures in Cross-cu

2、ltural Communication</p><p><b>　　誠 信 聲 明</b></p><p>　　我聲明，所呈交的論文(設(shè)計(jì))是本人在老師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我查證，除了文中特別加以標(biāo)注和致謝的地方外，論文(設(shè)計(jì))中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得＿＿＿＿＿＿或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。我承諾，論

3、文(設(shè)計(jì))中的所有內(nèi)容均真實(shí)、可信。</p><p>　　論文(設(shè)計(jì))作者簽名： 簽名日期： 年 月 日</p><p><b>　　授 權(quán) 聲 明</b></p><p>　　學(xué)校有權(quán)保留送交論文（設(shè)計(jì)）的原件，允許論文（設(shè)計(jì)）被查閱和借閱，學(xué)校可以公布論文（設(shè)計(jì)）的全部或部分內(nèi)容，可以影印、縮印或其他復(fù)制手段保存論文

4、（設(shè)計(jì)），學(xué)校必須嚴(yán)格按照授權(quán)對(duì)論文(設(shè)計(jì))進(jìn)行處理，不得超越授權(quán)對(duì)論文（設(shè)計(jì)）進(jìn)行任意處置。</p><p>　　論文(設(shè)計(jì))作者簽名： 簽名日期： 年 月 日</p><p><b>　　摘要</b></p><p>　　隨著世界經(jīng)濟(jì)的發(fā)展和跨國交際的日益增多，跨文化交際中的語用問題已引起了國內(nèi)外學(xué)者們的高度重視。在

5、跨文化交際中，來自于不同文化背景的人們習(xí)慣于將本族文化規(guī)約和語言知識(shí)帶入交際行為，引起語用失誤，影響跨文化交流的順利進(jìn)行。圍繞論題，本文主要從四個(gè)方面入手，（1）語用失誤研究的背景和意義；（2）跨文化交際中語用失誤的表現(xiàn)形式；（3）跨文化交際語用失誤的原因分析；（4）跨文化交際語用失誤的防范對(duì)策。本文旨在通過對(duì)跨文化交際中的語用失誤進(jìn)行分析，希望能夠幫助跨文化交際者理解不同國家之間的不同的文化取向，從而盡可能的達(dá)到成功交際的目的。<

6、;/p><p>　　關(guān)鍵詞：跨文化；交際；語用失誤</p><p><b>　　Abstract</b></p><p>　　With the development of global economy and the increase of cross-cultural communication, pragmatic problems in c

7、ross-cultural communication have aroused highly attention by home and abroad scholars. In cross-cultural communication, people from different cultures are accustomed to transfer their native conventions and linguistic kn

8、owledge into communication. Thus pragmatic failure will occur and influence the successful process of cross-cultural communication. Revolving the proposition, the thesi</p><p>　　Key words: cross-cultural; co

9、mmunication; pragmatic failure</p><p><b>　　Contents</b></p><p>　　1. Introduction......................................................................................................

10、........1</p><p>　　2. Pragmatic Failures in Cross-cultural Communication…………………….…....2</p><p>　　2.1 A brief introduction of cross-cultural communication…………………….…....2</p><p>　　2.2

11、 Definition of Pragmatic Failure……………………………………………..….2</p><p>　　2.3 Classification of Pragmatic Failures……………………………………………3 </p><p>　　2.3.1 Pragmalinguistic Failure…………………………………………….…....3</p&

12、gt;<p>　　2.3.2 Sociopragmatic Failure………………………………………………...…4</p><p>　　3. Causes of Pragmatic Failures……………………………………………….…....5</p><p>　　3.1 Religions and Customs………………………………………………………....5

13、</p><p>　　3.2 Thinking Patterns…………………………………………………………….....6</p><p>　　3.3 Cultural Values…………………………………………………………….…....7</p><p>　　4. Strategies for Avoiding Pragmatic Failures…………………

14、…………….…..…8</p><p>　　4.1 Developing Pragmatic Competence………………………………………….…8</p><p>　　4.2 Strengthening Cultural Awareness……………………………………….….….8</p><p>　　4.3 Avoiding Negative Stereot

15、yping………………………………………………..8</p><p>　　5. Conclusion……………………………………………………………………….…9</p><p>　　Bibliography………………………………………………………………………...10</p><p>　　Acknowledgements…………………………………………………………

16、……….11</p><p>　　1. Introduction</p><p>　　In recent years, the development in foreign travel for business, study and pleasure, etc, the expansion of international trade and the migration of peopl

17、e seeking work in the multinational companies have naturally led to a concomitant increase in contacts across national boundaries. Since there are significant differences in different cultures, even the same message may

18、be interpreted differently by different individuals. This may cause troubles in any situation of contact between them. It’s the</p><p>　　Cross-cultural pragmatic failure has been an important area of pragmat

19、ics and cross-cultural communication studies ever since the term was first used by British linguist Jenny Thomas and she divided pragmatic failure into two types; pragmalinguistic failure and sociopragmatic failure. The

20、first type, pragmalinguistic failure, can be regard as part of the grammar and is easy to overcome while the second type, sociopragmatic failure involves the speaker’s knowledge of the language and system of be</p>

21、<p>　　There have been many articles and researches on pragmatic failure. In abroad, Thomas established the framework of pragmatic failure and this provided a theoretical basis for most of the linguists doing the r

22、esearch on pragmatic failure, but she did not propose an approach use to study. In China, He Zi-ran may be the first person to research the issue of cross-cultural pragmatics. He published a paper on the topic in the For

23、eign Language Teaching and Research in 1986 and also in his 1994 book he </p><p>　　In this thesis, the author will use pragmatic theories to analyze some examples of pragmatic failures occurred in cross-cult

24、ural communication and intends to make an exploration on pragmatic failure in cross-cultural communication and provide some valuable reference to improve communicators’ competence of cross-cultural communication. It is w

25、orthwhile making efforts to explore pragmatic failures in cross-cultural communication so that communicators can better their communicative competence and a</p><p>　　2. Pragmatic Failures in Cross-cultural C

26、ommunication</p><p>　　2.1 A Brief Introduction of Cross-cultural Communication</p><p>　　Sometimes, the term cross-culture is used interchangeably with “cross-cultural communication.” On most occ

27、asions, these two terms are used as being the same. But the term cross-cultural communication appears earlier than cross-cultural communication, now the latter is more often used. According to Stella Ting-Toomey (2007),

28、the term cross-cultural communication is used in the cross-cultural literature to refer to the communication process that is comparative in nature, while cross-cultural commu</p><p>　　2.2 Definition of Pragm

29、atic Failure </p><p>　　The term “pragmatic failure” was first put forward by the British linguist Jenny Thomas and she pointed out that interference in communication is generally referred to as pragmatic fai

30、lure, which has nothing to do with grammatical mistakes but comes from inappropriate ways of speaking or the unconventional expressions resulting from different perceptions of what is considered as appropriate linguistic

31、 behavior, and she defined it as “the inability to understand what is meant by what is said” (Th</p><p>　　2.3 Classification of Pragmatic Failures</p><p>　　Thomas classified pragmatic failures i

32、nto two types: pragmalinguistic failure and sociopragmatic failure (Thomas, 1983). The former is easier to overcome than the latter one which involves the socio-cultural aspect. Pragmalinguistic refers to the resources f

33、or conveying communicative acts and relational or interpersonal meanings and sociopragmatics is defined as “the sociological interface of pragmatics (Leech, 1983),” that is, the social perceptions underlying participants

34、’ interpretation and p</p><p>　　2.3.1 Pragmalinguistic Failure</p><p>　　Pragmalinguistic failure is the wrong use of language itself, including incorrect use of the target language and using the

35、 target language with semantics and structures of the mother language. In cross-cultural communication, it “arises when the pragmatic force mapped by students onto a given utterance is systematically different from the f

36、orce most frequently assigned to it by native speakers of the target language, or when speech act strategies are inappropriately transferred from L1 to L2” (T</p><p>　　Here is a typical example of pragmaling

37、uistic failure. In the classroom, when the Chinese student A cleaned the blackboard for the foreign teacher B, B said to A, “Thank you very much.” B responded to this with “Never mind.” In this case, the teacher maybe co

38、nfused and would not be able to interpret the utterance as the acknowledgement of thanks. However, it is common in Chinese to give a response to thanks by saying “沒關(guān)系” and a Chinese leaner of English tend to translate it

39、 as “never mind” in r</p><p>　　In order to have a more clear knowledge about pragmalinguistic failure，firstly, we will discuss it from the aspect of vocabulary. For example, the words of color have different

40、 associative meanings in the west and the east. In China, the color of bright yellow, which was used specially by royal family, symbolizes power, dignity and nobility while in west the color of purple is regarded as holy

41、, noble, equal with the color of bright yellow, such as “be born in the purple (生在官宦之家)”. We can see tha</p><p>　　It also can be shown that native speakers of English fairly assign certain pragmatic force to

42、 certain utterances. Look at an example which happened in the classroom, when teacher A asked student B, “Would you like to answer this question?” B responds with “No, I wouldn’t”. In this example, B interprets A’s enqui

43、ry as only a question but not a request to do something. Actually, what the teacher wants the student to do is to ask his answer the question. Thus the pragmalinguistic failure occurs.</p><p>　　2.3.2 Sociopr

44、agmatic Failure</p><p>　　The term “sociopragmatic failure” means that although the leaner has learnt the language of another country, he does not understand the differences between the culture of the target

45、language and that of the native language. And it occurs when non-native speakers fail to choose the appropriate language because of lacking the knowledge of cultural differences. Sociopragmatic failure is much more diffi

46、cult to deal with, since it involves the learner’s system of cultural background and beliefs as we</p><p>　　Sociopragmatic failure occurs in many aspects of daily communication, such as ways of greeting and

47、addressing people; ways of expressing modesty and apology, inquiring or offering, bidding farewell or making an introduction, and view of value system as privacy. These failures may directly lead to serious misunderstand

48、ing or even breakdown in cross-cultural communication. For example, people living in western cultures tend to speak out their gratitude and compliments more than the Chinese speaker</p><p>　　Chinese people t

49、end to ask such questions as “where are you going?”, “How old are you?”, “how much is your salary?” when communicate with other people. For them, it seems common to have a communication like this. However, westerners wou

50、ld feel offended because what they have been taught by their culture is to respect other’s privacy and individuality. They have a strong sense of privacy and everyone is free from the imposition of others and enjoys the

51、right to keep their personal affairs to them</p><p>　　Sociopragmatic failure is related to the rules of speaking—when and how conversation is initiated, what topic is appropriate to particular speech events,

52、 which forms of address are to be used, and how a certain speech act is to be performed, interpreted and responded to. That is to say, every culture has its typical norm and convention, some of the common usages can not

53、be utilized in other situations. Only if have we fully understand the various kinds of cultural backgrounds, can we perform smo</p><p>　　3. Causes of Pragmatic Failures </p><p>　　3.1 Religions a

54、nd Customs</p><p>　　Religion and custom are significant to the understanding of language. According to Serena Nanda, religion can be defined as “deals with the nature of life and death, the creation of the u

55、niverse, the origin of society and groups within a society, the relationship of individuals and groups to one another, and the relation of humankind to nature” (Nanda, 1994). The religious and ethical value systems have

56、led to or will lead to certain, if not major, differences in cross-cultural communication.</p><p>　　Christianity holds that man is born with sin, and man’s life is the process of atoning for his crime. Its c

57、ore doctrine, “original sin”, has been a powerful force in shaping western people’s view. People believing Christianity has a common perception that man is equal in front of God, so the value of equality has a great impa

58、ct upon people’s communication patterns. Moreover, the doctrine of original sin also shapes political perception in western countries and the western people hold the idea th</p><p>　　Confucianism is the main

59、 idea guiding Chinese for thousands of years. Any nature religion in the world is based upon a three-way relationship, involving human being, nature and the transcendent, which is in accordance with the content of Confuc

60、ianism. The Three Character Classic (三字經(jīng)) used in Confucian education embodies the ethical position taken by that school of thought that all human are born good. In its context, the environment is attributed with great i

61、mpact on man’s character and every m</p><p>　　3.2 Thinking Patterns</p><p>　　Thinking patterns, which can be defined as ways of thinking, play an important role in cross-cultural communication.

62、According to Samovar and Porter (1994), thinking patterns can be defined as “the mental process reasoning and problem solving in a community.” Thinking patterns are closely related to culture and reflected the psychologi

63、cal traits of a culture. People have different thinking patterns from different cultures and the difference of thinking patterns is a main factor that will lead to</p><p>　　Chinese culture focuses on thinkin

64、g in terms of images. That is to say, Chinese attach importance to imaginative thinking, and it is a mental process during which a new idea or picture is formed from the memorized idea via analogy, metaphor, symbol, etc.

65、 In Chinese culture, images are seen more significant than language itself. However, Westerners pride themselves on thinking and behaving in a logical manner which has profound effect on the cross-cultural communication.

66、 This kind of thinking pat</p><p>　　On conclusion, thinking patterns are established thinking habits and processes, which is the best reflection of a certain culture. They affect the way in which individuals

67、 in that cultural communication with the people from another culture. As every culture has its unique development history, thinking patterns would also differentiate from one another. In consequence, communicators cannot

68、 avoid making pragmatic mistakes due to the various kinds of thinking patterns. </p><p>　　3.3 Cultural Values</p><p>　　Value systems should be taken into account when we transfer information or

69、ideas from one cultural group to another because people build their social circles according to their values unconsciously. Values play an essential role in communication between Chinese and native speakers of English. A

70、mong all the cultural factors, value is one of the core factors, which manifests certain beliefs that in accordance with the social culture. Just as Samovar points out “what is the most important is that c</p><

71、;p>　　Chinese people have a completely different value system from native English speakers. For example, Chinese people value tradition while westerners dispose it and consider it as “rusty”, “old” or “something to be

72、thrown away”. Chinese people tend to express their feelings in an indirect way and they value modesty and collectivism, but westerners place high value on individualism, independence and self-confidence. These difference

73、s are all caused by different cultural value.</p><p>　　4. Strategies for Avoiding Pragmatic Failures </p><p>　　4.1 Developing Pragmatic Competence</p><p>　　Pragmatic competence refe

74、rs to the knowledge on how to appropriately use a certain language and is culture-specific. When we make grammatical mistakes in cross-cultural communication, we could be well understood for they are just superficial mis

75、takes compared to the pragmatic failures. If we can not use language appropriately, it is possible to be considered impolite, rude and not cultivated. Thus intercultural miscommunication was caused, to a large degree, by

76、 these pragmatic failures, so pragm</p><p>　　4.2 Strengthening Cultural Awareness</p><p>　　Cultural awareness consists of perceptions of our own and other people’s cultures and involves a gradua

77、lly developing inner sense of the equality of cultures, and a positive interest in how cultures both connect and differ. Such awareness can broaden the mind, increase tolerance and facilitate international communication.

78、 The diversity and distinctions of cultures demand that communicators should be sensitive to cultural awareness. More and more people now have understood and recognized the impo</p><p>　　4.3 Avoiding Negativ

79、e Stereotyping</p><p>　　There is a danger that any form of stereotyping is potentially an obstruction to successful cross-cultural communication, because it will blind us to real differences that exist betwe

80、en the participants in diverse context. The most obstructive form of stereotyping is called “negative stereotyping.” Stereotyping is a way of thinking that does not acknowledge internal differences within a group, and do

81、es not acknowledge exceptions to its general rules or principles. The negative stereotyping is to</p><p>　　Cultures are, in fact, diverse and variable. Any stereotypes might well be oversimplified. Actually,

82、 in strategies, we should never classify all Asians together and all westerners together. Within the stereotyping in mind, we tend to assign a quite difference value to the same strategy.</p><p>　　As to avoi

83、d negative stereotyping, here are some simple steps to take. Firstly, you shouldn’t let the negative stereotypes poison your subconscious. Just ingore them. Secondly, don’t try to prove people they are wrong about you. A

84、s you keep working to prove something, you always keep it in mind. Last but not least, we should have a clear acknowledge about other countries’ cultures and their internal differences.</p><p>　　5. Conclusio

85、n</p><p>　　Economic globalization leads to contact and relationship with people from other cultures. People with diverse and various cultural backgrounds come together with different values, thought patterns

86、, social norms and so on. The world has become a prominent setting for intercultural contact and felt substantial impact of cultural diversity. Cross-cultural communication is an extremely complicated process which can b

87、e very frustrating at times. More research on cross-cultural pragmatic failure is ur</p><p>　　Bibliography</p><p>　　[1] Samovar, L.A & Porter, R.E. Cross-cultural communication: A Reader [M]

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95、<p>　　Acknowledgements</p><p>　　I cannot sufficiently thank my supervisor, Professor Wang Hong-jun, whose invaluable advice and painstaking instructions of the earlier drafts have a major impact on th

96、e final shape of this thesis. My sincere thanks are due to all the teachers who have taught me during the BA course.</p><p>　　I am also grateful to Jiaxing University that has provided me a chance of this st

97、udy.</p><p>　　Finally, the completion of my BA program could not have been possible without the constant support, encouragements and enduring love from my parents, my classmates, and my friends. I want to ex