教学支架语境中人称指示语的语用移情与话语缓和功能研究

Pragmatic Empathy and Discourse Mitigation Achieved Through Personal Deixis: Focusing on Scaffolding Activities

语用移情是话语缓和实现的心理机制之一,其在话语实践中反映为人称指示语的映射现象。本研究基于真实课堂支架对话,以人称代词类型、移情类型与言外行为三者为参数构建分析框架,尝试揭示在师生交际这类合作型人际关系语境中,人称代词的移情用法是如何帮助化解支架活动给人际关系造成的负面影响,实现话语缓和,进而达成交际(支架)目的的。结果发现在课堂支架语境中有两种人称代词具有映射移情用法,即第一人称复数与第二人称复数;其中前者的频数特别高。第一人称复数有三种移情用法,且典型出现在"断言"和"疑问"两种言外行为中。人称代词映射现象的语用移情功能之所以能帮助实现话语缓和的语用目的是由于说话人对自己认知主体性的展现与主动维护。

Pragmatic empathy is one of the psychological mechanisms for achieving mitigation.In discourse practice,pragmatic empathy can be achieved by deictic projection of person deixis.Taking advantage of a database of real scaffolding conversations from Chinese college EFL classrooms,the present study proposes an analyzing framework to reveal howdeictic projection of person deixis helps to mitigate the challenge from scaffolding activity to the interpersonal relationship between teacher and students,and thereby helps to achieve the goals of communication.The analyzing framework contains three parameters: types of person deixis;types of deictic projection;and types of illocutionary acts.The result shows that two types of personal deixis are highly vulnerable to projection in classroom scaffolding context. They are first person plural and second personal plural.And the former one witnesses especially high occurrence. The projection of the first person pronoun is found of three varieties and frequently co-occur with illocutionary acts of assertives and interrogatives.Basing on the findings,the author concludes that the psychological mechanism behind the mitigating function of personal deixis projection is speaker's active demonstration and defense of his/her subjectivity in social communication.