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智力参与与言外之意的研究

作　者: 徐丽
导　师: 王丽荣
学　校: 长春理工大学
专　业: 外国语言学及应用语言学
关键词: 智力参与言外之意推理分析合作原则英语教学
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 57次
引　用: 0次
阅　读: 论文下载

内容摘要

本文通过运用语言与思维和思想的关系理论和Searle的间接言语行为理论,Grice的合作原则和会话含意理论和Sperber & Wilson的关联理论,对智力参与的特点和作用,还有言外之意的类型和语用价值进行研究,发现智力参与和言外之意之间存在着密切的关系,即智力参与贯穿言外之意分析的整个过程,智力参与的程度影响言外之意的分析,智力参与的方法有助于言外之意的理解,言外之意的分析反映智力参与的水平。并且本文通过以上的结论总结出智力参与和言外之意对英语教学所产生的影响。在智力参与的过程中,教师可以创造良好的智力参与环境还有给学生以辅助性的指导。学生的智力参与程度影响英语教学质量。在分析言外之意方面,正确地分析言外之意可以提高学生的英语听力理解,阅读理解和会话的水平。这不仅创造了良好的课堂氛围,并且促进了师生之间的交流和互动,从而调动了学生的积极性和激励教师不断地提高自身专业素质。这对于改变现有的英语教学模式,提高整体教学质量有着深远的影响。

全文目录

Abstract  6-7
摘要  7-8
Contents  8-10
Chapter One Introduction  10-13
  1.1 The Source of the Study  10
  1.2 The Purpose and Significance of the Study  10-11
  1.3 Historical Development and the Background  11-12
  1.4 The Idea and Methods of the Study  12-13
Chapter Two Theoretical Review  13-17
  2.1 The Relationship between Language and Thinking and Thought  13-14
    2.1.1 Language and Thinking  13
    2.1.2 Language and Thought  13-14
  2.2 Implicature  14-17
    2.2.1 Searle's Indirect Speech Act  15
    2.2.2 Grice's Cooperative Principle and Conversational Implicature  15-16
    2.2.3 Sperber & Wilson's Relevance Theory  16-17
Chapter Three Intelligence Participation and Implication  17-38
  3.1 Research Summarization of Intelligence Participation  17-23
    3.1.1 The Definition of Intelligence Participation  17-18
    3.1.2 The Characteristics of Intelligence Participation  18-20
      3.1.2.1 Immediacy  18
      3.1.2.2 Initiative  18-19
      3.1.2.3 Extensibility  19
      3.1.2.4 Concealment  19-20
      3.1.2.5 Foreseeability  20
    3.1.3 The Effects of Intelligence Participation  20-23
  3.2 Research Summarization of Implication  23-28
    3.2.1 The Definition of Implication  23
    3.2.2 The Types of Implication  23-26
      3.2.2.1 Implication Which Is Produced by Violating CooPerative PrinciPle  23-24
      3.2.2.2 ImPlieation Whieh is Produeed by the limitation of Context  24-25
      3.2.2.3 ImPlieation Whieh is Produeed by Using Figures of SPeech  25-26
    3.2.3 The Pragmatie Values of ImPlieation  26-28
  3.3 The Relationship beteen Intelligence Participation and Implication  28-38
    3.3.1 Reasons for Misunderstanding the Implication  28-32
    3.3.2 The Relationship between Intelligence Participation and Implication  32-38
      3.3.2.1 Intelligence Participation Is Throughout the Whole Process of the Analysis of Implication  32-34
      3.3.2.2 The Degree of Intelligence Participation Affects the Analysis of Implication  34-35
      3.3.2.3 The Methods of Intelligence Participation Contribute to the Understanding of Implication  35-36
      3.3.2.4 The Analysis of Implication Reflects the Level of Intelligence Participation  36-38
Chapter Four The Effects of Intelligence Participation and Implication on English Teaching  38-53
  4.1 Problems of Modern English Teaching  38-41
    4.1.1 Teachers Teach in Flat Style and Lack Exchange with Students  39-40
    4.1.2 Students Accept Knowledge Passively  40
    4.1.3 Students Lack the Environment for English Learning  40-41
  4.2 The Effects of Intelligence Participation on English Teaching  41-46
    4.2.1 Teachers Provide Guarantee for the Intelligence Participation of Students  41-44
    4.2.2 The Degree of Students' Intelligence Participation Affects English Teaching  44-46
  4.3 The Effects of Correct Analysis of Implication on English Teaching  46-53
    4.3.1 Correct Analysis of Implication Contributes to English Listening Comprehension  46-48
    4.3.2 Correct Analysis of Implication Contributes to English Reading Comprehension  48-50
    4.3.3 Correct Analysis of Implication Contributes to English Conversations  50-51
    4.3.4 Correct Analysis of Implication Contributes to Improving Teaching Quality  51-53
Chapter Five Conclusion  53-56
  5.1 Suggestions for English Teaching  53-54
  5.2 Conclusion of the Thesis  54-56
Bibliography  56-58
Acknowledgements  58

智力参与与言外之意的研究

内容摘要

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