第三空间理论下二语语用能力和语用选择研究

L2 Pragmatic Competence and Subjectivity under the Third Place Theory

本文依据第三空间理论(Kramsch,1993;2009),采用民族志式个案研究法,对两名在中国香港某大学攻读博士学位的中国内地学生开展了一项历时两年的跟踪研究。本研究通过开放式角色扮演调查学生"请求"言语行为所体现的语用能力,结合刺激性后续口头报告、民族志式访谈和观察等研究方法,探究二语语用产出和自主性语用策略选择之间的动态、多元的关系。研究发现,二语使用者的语用选择呈现自主性,其所体现出的遵从或抵触现象并非简单的两级化;二语使用者遵从抑或抵触本族语者的语用规范受到诸多因素的影响,包括语言族群和语言使用情况、文化身份认同、未来规划等。此外,二语使用者在多语言族群的语言环境中创造出高度个性化的"第三语用空间"。本文的研究发现同时可以对二语语用研究和教学提供一些启示。

Although the "Third Place Theory "( Kramsch,1993; 2009) has often been employed as the framework to interpret learners' language use and subjectivity,it has not attracted L2 pragmatics researchers' attention. Through an ethnographic case study,this study is among the first to apply the theory to track two Mainland Chinese students' pragmatic competence and subjectivity over two years,who chose to further their doctoral studies in Hong Kong SAR. Based on data collected via open role-plays,stimulated recalls and ethnographic interviews/observations,the study explored the dynamic and multi-facet relationship between learners' L2 pragmatic performance and user subjectivity. The findings revealed that learners' pragmatic production was characterized by a certain degree of subjectivity; the choice of conformity or resistance to pragmatic norms depended to some extent on various factors,including language community and language use,cultural identity and plans for the future. Furthermore,L2 users created a unique "third pragmatic place"of their own in a multilingual environment. The study sheds light on L2 pragmatic instruction and calls for more research attention to the application of the "Third Place Theory "in future.