Apology occurs when a speaker reacts with guilt to the displeasure or annoyance that he or she caused and have affected the hearer unfavorably.20 episodes respectively chosen from sitcoms Friends and Home with Kids ar...Apology occurs when a speaker reacts with guilt to the displeasure or annoyance that he or she caused and have affected the hearer unfavorably.20 episodes respectively chosen from sitcoms Friends and Home with Kids are used as the corpora.Based on Olshtan&Cohen(1983)and Wu(2015)’s taxonomy,6 apology strategies are discussed.The statistic significant differences are found out between those strategies by t-test analysis,then specific analysis under the theoretical framework of Speech Act Theory,and socio-cultural factors like high-context or long-context culture,and individualism or collectivism are given.Quantitative and qualitative analyses are combined to find out the differences on the apology strategies between Chinese and American sitcoms,thus to provide some suggestions to the cross-cultural pragmatics.展开更多
Apology occurs when a speaker reacts with guilt to the displeasure or annoyance that he or she caused and have affected the hearer unfavorably.20 episodes respectively chosen from sitcoms Friends and Home with Kids ar...Apology occurs when a speaker reacts with guilt to the displeasure or annoyance that he or she caused and have affected the hearer unfavorably.20 episodes respectively chosen from sitcoms Friends and Home with Kids are used as the corpora.Based on Olshtan&Cohen(1983)and Wu(2015)’s taxonomy,6 apology strategies are discussed.The statistic significant differences are found out between those strategies by t-test analysis,then specific analysis under the theoretical framework of Speech Act Theory,and socio-cultural factors like high-context or long-context culture,and individualism or collectivism are given.Quantitative and qualitative analysis are combined to find out the differences on the apology strategies between Chinese and American sitcoms,thus to provide some suggestions to the cross-cultural pragmatics.展开更多
In this study,an evaluation of the presentation of speech acts in six oral English textbooks is conducted from both qualitative and quantitative perspectives to see how speech acts are presented and whether enough and...In this study,an evaluation of the presentation of speech acts in six oral English textbooks is conducted from both qualitative and quantitative perspectives to see how speech acts are presented and whether enough and explicit meta-pragmatic and contextual information are provided.Results show that 1)there is a paucity of speech acts and the average percentage of the six textbooks including speech acts is only 28.3%.And some speech acts like‘threatening’,‘warning’,‘declaring’,‘welcoming’are not presented at all.2)Meta-pragmatic and contextual information is too general and far from enough.Among all the six textbooks,from Book 1 to Book 5,contextual information is deduced by learners through reading conversations.Only in Book 6,a contextual description is provided before the conversation begins.Contextual information such as the age,gender and social status of Speaker and Hearer is never presented.Contextual information like the relationship between Speaker and Hearer and the place where the conversation happens is inferred from reading the conversations.Meta-pragmatic information like the degree of formality,politeness strategy,indirect speech act strategy,and social norms are not at all involved.Only in Book 1,a cultural tip is provided.Since oral English textbooks are one of the main sources for Chinese EFL learners to enhance their pragmatic competence,it is much expected that they should present a wide variety of popularly-used speech acts with rich contextual information as appropriate language input.展开更多
道歉作为一种言语行为,其实现模式一直是语用学和社会语言学领域研究的热门课题之一。B lum-K u lka等人首次对道歉和请求两种言语行为的实现模式进行了系统的阐述,然而对于道歉的回应,却鲜有涉及。文章通过问卷调查的方式对汉语道歉言...道歉作为一种言语行为,其实现模式一直是语用学和社会语言学领域研究的热门课题之一。B lum-K u lka等人首次对道歉和请求两种言语行为的实现模式进行了系统的阐述,然而对于道歉的回应,却鲜有涉及。文章通过问卷调查的方式对汉语道歉言语行为的回应进行分析,以期对B lum-ku lka研究中关于道歉言语行为作更进一步的补充阐述。展开更多
文摘Apology occurs when a speaker reacts with guilt to the displeasure or annoyance that he or she caused and have affected the hearer unfavorably.20 episodes respectively chosen from sitcoms Friends and Home with Kids are used as the corpora.Based on Olshtan&Cohen(1983)and Wu(2015)’s taxonomy,6 apology strategies are discussed.The statistic significant differences are found out between those strategies by t-test analysis,then specific analysis under the theoretical framework of Speech Act Theory,and socio-cultural factors like high-context or long-context culture,and individualism or collectivism are given.Quantitative and qualitative analyses are combined to find out the differences on the apology strategies between Chinese and American sitcoms,thus to provide some suggestions to the cross-cultural pragmatics.
文摘Apology occurs when a speaker reacts with guilt to the displeasure or annoyance that he or she caused and have affected the hearer unfavorably.20 episodes respectively chosen from sitcoms Friends and Home with Kids are used as the corpora.Based on Olshtan&Cohen(1983)and Wu(2015)’s taxonomy,6 apology strategies are discussed.The statistic significant differences are found out between those strategies by t-test analysis,then specific analysis under the theoretical framework of Speech Act Theory,and socio-cultural factors like high-context or long-context culture,and individualism or collectivism are given.Quantitative and qualitative analysis are combined to find out the differences on the apology strategies between Chinese and American sitcoms,thus to provide some suggestions to the cross-cultural pragmatics.
文摘In this study,an evaluation of the presentation of speech acts in six oral English textbooks is conducted from both qualitative and quantitative perspectives to see how speech acts are presented and whether enough and explicit meta-pragmatic and contextual information are provided.Results show that 1)there is a paucity of speech acts and the average percentage of the six textbooks including speech acts is only 28.3%.And some speech acts like‘threatening’,‘warning’,‘declaring’,‘welcoming’are not presented at all.2)Meta-pragmatic and contextual information is too general and far from enough.Among all the six textbooks,from Book 1 to Book 5,contextual information is deduced by learners through reading conversations.Only in Book 6,a contextual description is provided before the conversation begins.Contextual information such as the age,gender and social status of Speaker and Hearer is never presented.Contextual information like the relationship between Speaker and Hearer and the place where the conversation happens is inferred from reading the conversations.Meta-pragmatic information like the degree of formality,politeness strategy,indirect speech act strategy,and social norms are not at all involved.Only in Book 1,a cultural tip is provided.Since oral English textbooks are one of the main sources for Chinese EFL learners to enhance their pragmatic competence,it is much expected that they should present a wide variety of popularly-used speech acts with rich contextual information as appropriate language input.
