语境差异、语境差、话语适切性及汉语教学——基于两个会话文本的对比分析

Study on Context Difference and Context Misplacing and Chinese Language Teaching——Based on Conversational Contrastive Analysis

文化语境对话语表达(说话者)、话语接受(听话者、学习者)都有制约和影响。本文选取二语学习材料中情景相似的中、英文两段会话进行对比,从语言形式、话语信息方面比较不同文化语境中说话者(speaker)的表达语境差异,不同文化语境的听话者(receiver)的接受语境差异,来自不同文化语境的习得者(learner)对会话文本的接受语境差异,尝试从中、西思维模式及礼貌文化等方面分析语境差异的原因,进而提出在汉语教学中,编写教材时要注意话语文本的适切性,以寻求文化语境与实际文本相结合的可行性,使汉语学习者构建适切的跨文化交际语境。

When conversing,culture’s special interpretation and constraint functions have a deep influence not only on the speaker but also on the receiver,and when learning a conversation,the learner can’t avoid cultural context.Based on conversational contrastive analysis of two conversations written in Chinese and English languages,whilst sharing similar situational contexts from teaching materials,this paper aims to discuss the cause and effect of the cultural context differences,context misplacing in expressive context,acceptivecontext and learner’s perceptive understanding.The contributing factors of context difference such as the different way of thinking and politeness culture are also exploreded in this paper.Finally,this paper points out,when compiling conversational materials and teaching Chinese,language appropriateness should be taken into account in order to reach context adaptability in cross-cultural communication.