逻辑·语法·认知——一种跨学科的应用视角

本文从多学科研究的角度出发，结合中国语境中的应用语言学与语言教学研究，探讨了逻辑性与语篇构建、语法性与得体性、社会认知与文化解读、跨文化交际与交际原则之间的关系。贯穿于本文讨论的一个理论原则是，新世纪的语言学研究应当是一个跨学科的应用性研究，只有这样才有可能取得新的理论进展，促进语言科学的健康发展。有理由认为，建立这样一种新的学科范式，有必要发扬“格物致用”的精神，采用多学科的视角，在不同的学科群体之间，形成一种更为健康、和谐的对话机制。本文共由六个部分组成。第一部分，是一个简短的前言，凸现研究焦点问题。第二部分借助于体裁写作的范例，从应用语言学和语言教学的角度，讨论了逻辑训练与篇章构建在外语学习中的作用。第三部分从社会语言学的角度，通过语言教学与公共标识的英语翻译问题，讨论了语法性与得体性的关系。第四部分通过社会语言学和语用学的角度，探索了社会认知与文化解读之间的紧密关联。第五部分借助于罗杰斯“交际原则”的引入，进一步讨论了“意向性”对于跨文化交际行为的作用与影响。第六部分为结语，结合语言学最新发展动向，进一步强调了语言学研究多学科、应用性的必要性与重要性。

The present paper addresses itself with a study of issues related to logicality, grammaticality, appropriateness, （socio-）cognition, and cross-cultural communication from an interdisciplinary perspective of application. The basic principle adopted in the current research is that a healthier and smoother communicative pattern should be set up among relevant academic communities. It is believed that a more rewarding paradigm in the linguistic pursuit of the new century will be a multidisciplinary plus applied type in nature. The essay consists of six parts. Following a brim introductory discussion,we discuss the importance of logical training from a language teaching perspective by illustrating a tetra-partite model in genre writing. To further reinforce the merits of this interdisciplinary and applied study, we look at the relationships between granmmaticality and appropriateness in a language learning setting. Part Four presents a socio-cognitive survey of issues related to cross-cultural communication. Three constructive principles for cross-cultural communication are introduced in Part Five for dealing with cross-cultural miscommunication,still from an interdisciplinary perspective. We summarize the feasibility of a multi-perspective study of language issues in the closing part by relating our discussion to the most recent development in linguisties.