美国大学的中国留学生助教课堂语用失误案例剖析

On Chinese Teaching Assistant’s Cross-Cultural Issues in Classroom Teaching in American Universities—from a Pragmatic Failure of “Never Mind”

美国大学的中国留学生助教在课堂教学中的跨文化交际反映着中国教育的一个侧面。研究以一个助教"never mind"的语用失误个案出发,从语用学和跨文化交际深入探析其背后反映出来的语言和文化根源。指出语言本身是基于语境的,更根植于其所依存的文化。语言的理解和使用要符合话语行为的基本原则,更要跳出字面理解和母语文化影响的桎梏,看到更大的语言结构和语境。此研究目的是呼吁外语教育从关注纯语言向语言和语用并重的应用型转变,同时希望为在海外从事跨文化教学的群体在本土化教学意识方面提供有益的借鉴。

Chinese Teaching Assistants are a considerable group in American universities. Their cross-cultural performance in classroom teaching reflects some aspects of Chinese education, especially Chinese English Teaching practice. This paper approaches the issue from a case study of a Chinese teaching assistant＇s pragmatic failure in the use of ＂never mind＂ in her classroom. Through a pragmatic and cultural analysis, the author emphasizes that language is deep-rooted in its culture, and its meaning depends on contextualized situations. The author hopes to give constructive feedback to China＇s foreign language education, and the localization of teaching in foreign countries as well.