社会-认知视角下ELF交际中干预性评价话语研究——以“跨洋互动”同伴互评话语为例

A socio-cognitive approach to intervention-oriented evaluative utterances in ELF communication

干预性评价话语在ELF交际中具有积极的语用效应。本研究基于中美大学生"跨洋互动"写作活动中的同伴互评语料,从社会-认知视角探究干预性评价话语的语用认知机制,发现这类话语影响并改变认知共建与人际关系维系,实现建构涌现共知基础与维持和谐人际关系的功能。研究结果揭示了网络ELF交际的动态性、互助性与协调适应性,深化了对ELF交际者多元语用能力的认识,对外语教学具有一定启示。

Intervention-oriented evaluative utterances （IEUs） play a positive role in achieving specific pragmatic effects. With the data from an intercollegiate cross-border exchange program for Chinese and American students, this study employs the socio-cognitive approach to explore the pragmatic and Cognitive mechanism of IEUs in English as a lingua franca （ELF） communication. It finds that most IEUs affect and change cognitive co-construction and rapport management, build emergent common ground of knowledge, and establish positive rapport. The study reveals the dynamics, mutual support and accommodation of web-based ELF communication, enhances understanding of multi-pragmatic competence of ELF communication, and sheds light on foreign language teaching and learning.