教师话语语用修辞策略探索

On Pragmatic Rhetoric of Teachers' Speech

文章以师生对话为语料,比较、分析后指出,打破常规地违反格赖斯(Grice)会话合作原则,在一定语境下能激发受话人的发散性思维,从而产生会话含义。在师生交流中,教师通过对合作原则中质的准则、量的准则、相关准则和方式准则的违反,使得辞里与辞面产生偏离,引起学生的注意,并在语境要素的作用下,挖掘出话语的辞里含义,从而艺术性地传达了修辞意图,创造出积极的修辞效果。

Based on data collected from teacher-student conversations, this paper attempts to demonstrate that the breach of Grice＇s Co- operative Principle of Conversation in violation of routine practice may prompt divergent thinking of the hearer in certain contexts, hence resulting in unexpected conversational implication. In the teacher-student exchange, the teacher＇s arts of pragmatic rhetorical strategies by violating the maxim of quality, the maxim of quantity, the maxim of relevance and the maxim of manner may produce posi- tive rhetorical effects. Due to the deviation between the deep meaning and surface meaning of the utterance, this violation not only takes the notice of students, but activates the implication from the deep meaning and thereby conveys the teacher＇s rhetorical intention and makes a positive effect in the teacher-student communication.