言语行为理论 第四稿.docx

言语行为理论 第四稿.docx

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言语行为理论第四稿

河北建筑工程学院

本科毕业论文

题

目

言语行为理论在中学英语教学中的应用

学科专业英语

班级11-3

姓名于杰

学号2011311314

指导教师杨柳

指导教师职称副教授

论文提交日期2015年6月12日

论文答辩日期2015年6月24日

答辩委员会主席签字：

TheApplicationofSpeechActTheoryinMiddleSchoolEnglishTeaching

By

YuJie

Class:

11-3

Supervisor:

YangLiu

AThesisPresentedtotheForeignLanguageDepartmentof

HebeiInstituteofArchitectureandCivilEngineering

AsPartialFulfillmentoftheRequirements

FortheDegreeof

BachelorofArts

June12th,2015

Acknowledgments

Firstandforemost,Iwouldliketoshowmydeepestgratitudetomysupervisor,Mrs.Yang,arespectable,responsibleandresourcefulscholar,whohasprovidedmewithvaluableguidanceineverystageofthewritingofthisthesis.Shecarefullyreadthewholedraftandofferedpainstakingandpreciouscriticism.Herstandardsofacademicexcellenthavemademyrevisionandgratifyingexperience.

Iwouldalsoliketothankallmyteacherswhohavehelpedmetodevelopthefundamentalandessentialacademiccompetence.

Lastbutnotleast,mythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.

Abstract

SpeechacttheoryisofgreatsignificanceforEnglishteaching.Thereisthebeliefthatbehaviorsshouldbeconsistenttolanguage,anditcouldchangethesituationthatpeoplepaymuchmoreattentiontoknowledgeandneglectlisteningandspeakinginthecourseofteaching.Soitplaysanimportantroletoimprovestudents’skills.BasedonspeechacttheoryandapplicationofspeechacttheoryinEnglisheducation,IhadanalyzedthefunctionsofspeechactstheoryinEnglishlanguageteaching.JohnLangshawAustinwasthefirstmantoproposespeechacttheory.Thebasicstartingpointofthespeechacttheoryisthatthebasicunitofhumanlanguagecommunicationshouldnotbetheword,asentenceoranyotherformoflanguage,buthumanwordsorsentencestocompletebehavior.Austindividedspeechacttheoryintolocutionaryact,illocutionaryact,perlocutionaryact,whichisalsoknownastripartitemodelspeechact.BasedonAustin’sspeechacttheory,theJohnSearleproposedindirectspeechacttheoryin1975thatisanimplicationoftheimplementationofindirectspeechactsindirectlybyimplementinganothertoachieve.Speechacttheoryisreallyhelpfulforteachersandstudents.Teachersshouldmakefulluseoflinguisticandpragmatictheoryofeffectivelisteningteachingsituation,toopentheirmindtothestudenttoenhancethestudent’sguidanceinlearningandcontact,andhelpstudentsunderstandEnglishcountries’political,economy,andotherbackgroundknowledgeinordertogetbetterandmoreaccuratetranslationsofthearticles.

Keywords:

speechacttheory;middleschoolEnglishteaching;application

摘要

对于英语教学而言，言语行为理论具有很大的意义。

言语行为理论是认为做事和说话应该是一致的，它能够改变教学过程中重知识而忽视听说的这种情况，是能够研究语言的意义的一种理论，在英语的教学过程中对学生的能力提高有着很大的作用。

本文从言语行为理论的概念和言语行为理论在英语听力和翻译教学中的应用来分析言语行为理论在英语学科教学中的作用。

约翰·奥斯汀首先提出言语行为理论，此理论的最基本的观点是人类语言交流的最基本的单位不是词，句子或是其他语言形式，而是人类利用词句等完成的动作。

奥斯汀将言语行为分成言内行为，言外行为和取效行为，也就是著名的言语行为三分说。

在奥斯汀言语行为理论的基础上，塞尔于1975年提出了间接言语行为理论，即一个言外之意的实施间接地通过另一个间接言语行为的实施来实现。

言语行为理论对英语的教学有一定的帮助。

在此理论上，在教学过程中教师应充分利用语言学及语用学理论，联系教学实际情况，打开思路，以学生为主体，指导学生进行有效的学习和联系。

此理论也能帮助学生更好地理解英语国家政治、经济和其他的背景文化,以至于文章翻译更加准确。

关键词：

言语行为理论;中学英语教学;应用

Contents

Introduction1

ChapterOneLiteratureReview

1.1BackgroundInformationofSpeechActTheory2

1.2OriginofSpeechActTheory4

1.3CategoriesofSpeechActTheory5

1.4FurtherStudyofSpeechActTheory6

ChapterTwoApplicationofSpeechActTheory

2.1TheApplicationofSpeechActTheoryinListeningTeaching8

2.2TheApplicationofSpeechActTheoryinTranslationTeaching10

ChapterThreeEnlightenment

3.1ProblemsofMiddleSchoolEnglishTeaching12

3.2SignificanceofSpeechActTheory…...……………………….…………………………..13

Conclusion14

Bibliography15

ChineseTranslation16

Introduction

Inthe1950s,JohnLangshawAustin，theEnglishlinguistic,putforwardSpeechacttheory.HispublicationHowtoDoThingswithWordsgaveasystematicelaboration.Speechacttheorycanbeseenasactsofspeech,emphasizingtheoreticalcontextoftalkingandotherpragmaticfactors.Inthistheory,thefunctionofspeechisusedtocompletefirstly.Actsofspeechembodiestherelationshipandmeaningsbetweenlanguageandactualworldanditalsoreflectsarangeofactivitiesoftheunderstanding.ThiskindoftheoryimmediatelyarousemuchattentionandgeneratedalotofphilosophicalviewpointswhichthebiggestfigureoftheAmericanphilosopherisSearle.Heputforwardindirectspeechacttheory.Searlesummarizedspeechactas“thesmallestunitofverbalcommunication”.IfEnglishteachersputspeechacttheoryintoEnglishdailypracticewhichcertainlyhasgreatsignificanceforthefutureofEnglishteaching,itwillenablestudentstounderstandthelanguageofexpressionaccurately.Sincetheprocessesoflanguageunderstandingofindicativemeaninghavetwomostimportantlevels,semanticreasoningandpragmaticreasoningplayaroleinvaryingdegrees.Ithasshakenthedominanceofstructuralisminlanguageteachingandhaschangedthetraditionalteachingtheoriesandmethods.What’smore,thistheoryprovidesfootstonetocommunicativemethodsbasedonspeechacttheoryorlanguagefunctions.Thewholethesisincludesthreeparts:

literaturereview,applicationofspeechacttheoryinmiddleschoolEnglishteachingandenlightenment.Literaturereviewgivessomebackgroundinformationknowledgeofspeechacttheory,andanalyzestheorigin,categoriesofspeechacttheory.ApplicationofspeechacttheoryinmiddleschoolEnglishlisteningandtranslationteachingwillhelpteachersandstudentstobetterunderstandknowledgeoflanguageexpression.

ChapterOneLiteratureReview

1.1BackgroundInformationofSpeechActTheory

Inthe1950s,EnglishlanguagephilosopherJohnLangshawAustinproposedspeechacttheory,andhispublicationHowtoDoThingswithWordsgaveasystematicelaboration.“Speechacttheoryiscanbeseenasactsofspeech,emphasizingthetheoreticalcontextoftalking,thespeaker’sintentionsandotherpragmaticfactors”（徐记亮,1988:

25）.Speechactbehaviornotonlyembodiestherelationshipandmeaningsbetweenlanguageandactualworld,butalsoreflectsarangeofactivitiesoftheunderstanding.Infact,withregardtotheoriginofspeechacttheoryandhistoryofthedevelopmentofChineseculture,wewillbemoreorlesscapturingsomeoftheinitialfigurefromthehistoryofwesternphilosophy.Wepresentthedevelopmentofthemainlineofthespeechacttheoryanddiscusstheirenormouscontributiontolinguistics,philosophy,sociology,computerscience.

InthelonghistoryofChina,theideaof“illocutionary”hasbeenreflectedfortwothousandyears,the“theBookofRites”record:

“YellowEmperornametheallthingtonoticepeopleandsharetotalwealth,”whichfacilitatedtheexchangeanddisseminationofculture,andhowtousethesenamestopeople,togetpeopletogethertousethesecivilizedwealth,soChineseancestorsalreadyknewwordstogetpeaceandprosperity,andcreateregime.“TheBookofRite”alsowrote,“鼓天下之动者，存乎辞也”,themainideaisthefactthatwordsaredrivingforcebehindthetruth,buttheyillustratethatanimportantroleinpeople’sspeechandsociallifeisalreadycomprehendedbyknowledgeableleadersinthehistoryofchina.Inaddition,Confuciusputthe“name”ideaonthemoralhighgroundwhichappropriatelyreflectstheConfuciusthoughtaboutspeechactsinreformingthesystemoffeudalsocietythathasplayedamajorroleingoverningthecountry.Therewasastory:

ZiLuaskedConfuciusaboutgovernanceaffairswhichthingsneedtobeadvanced.Confuciusanswered“name”,andsoexplained:

“iftheNameisnotright,thenthespeechwillnotbeinorder,ifthespeechisnotinorder,thennothingwillbeachieved.Ifthereisnothingaccomplished,riteandmusicwillbenotfashion.Iftheriteandmusicwillbenotfashion,thecriminallawwillnotwork,ifthecriminallawwillnotwork,thepeoplewilldon’tknowthecriterionoftherightthing.”ObviouslyConfuciusgaveadialecticalelaborateinthismatterwithwordsanddeedsemphasizerectificationofnamesisapriorityforthegovernmentandistheonlywaytomaintainthetraditionalChinesesocialorder.Xunciussaid:

“Kingrulesnames,sothatallthingshavetheirownnameswhichareeasytopickup.Italsoclearlyillustratesthetremendousimpetusofthelanguageinthecommunityaswellastomaintaintheruleofthesystem.”

ThefamousItalianphilosopherGiovanniBattistaVicoonceformulatedhugeroleoflanguageintheprocessofhumandevelopmentinthe17thcentury.Inthenewscience,thesociologicalwritings,Vicosharplysaid，thepeoplewhohasmasteredtheinitiativelanguagegraspthefateofpeople.Inthe20thcentury,thedevelopmentdirectionofwesternphilosophystudieshasobviouslinguisticturn.Theselinguistsdeclaredthatphilosophyisnolongerabstractandspeculativetheorysystem,butisspecificlanguageanalyzingactivities.Sincethenthephilosophyoflanguagedevelopmentwillbealongtworoutes,oneislogicalpositivismrepresentedbyRussell,theViennaCircle,andearlyWittgenstein.TheotherisordinarylanguagephilosophyschoolsrepresentedbythelaterWittgensteinandAustin.Wittgensteinwasthefirstpersontouselanguagetothinkthesystemoftheworld,buthehaschangedalotinthefieldofphilosophystudiesindifferentperiod.EarlyWi