关联理论明示—推理交际模式的语篇连贯研究
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摘要
本文是以关联理论的明示-推理交际模式为基础对语篇连贯进行的分析,旨在说明连贯是交际双方在交际过程中共同努力寻求关联的结果。
语篇连贯是话语分析中一个复杂且颇具争议的问题。三十年来,语言学家们从不同的角度对连贯进行了研究,得出了不同的定义,构建了不同的理论。他们从语义和语用的角度对连贯的研究,加深了我们对于连贯的认识。但同时这些研究也都存在着这样那样的不足,其中最主要的问题在于它们都忽视了认知性,即没有从认知的角度对语篇连贯进行分析说明。这也就使本文从认知语用学角度对连贯的研究具有价值和意义。本文认为连贯并非是作为语言单位的语篇所固有的特性,而是在交际过程中由交际双方共同努力所取得的结果,并最终形成于信息接受者的大脑中。信息发出者和信息接收者都对构建语篇连贯起着重要的作用。本文是从认知语用学的角度对语篇连贯进行研究。
Sperber和Wilson在1986年提出了关联理论,这个理论从本质上看属于认知语用学范畴。本文的研究就是建立在关联理论的基础之上的。文章以关联理论为理论基础,以明示-推理交际模式为基本分析框架,把语篇连贯置于动态交际过程中,分别分析了在交际过程中交际双方是如何相互合作、协调来取得交际成功的。关联理论认为,人类的交际是一个认知过程,这个过程是寻求关联的过程。这也就是说,人们在交际过程中倾向于去注意那些易于交际的关联信息。人们总是期待可以付出最小的努力,获得最大的关联信息,使交际能够顺利进行。由于早先的语码模式和推理模式都有不尽如人意的地方,所以Sperber和Wilson在此基础之上提出了一种新的交际模式——明示-推理交际模式。本文中的主要分析部分正是从明示、推理这两个角度分别分析了信息发出者和信息接收者的交际过程。
在分析明示时,本文首先给出了明示的定义,然后分析了明示的过程。Sperber和wlilson认为,每一个明示行为都包含着两种意图,即信息意图和交际意图,这也就是说信息发出者可能不是直接地表达出他的真实目的。他们认为意图的表达是信息发出者心理活动的表现。交际中信息发出者对语篇连贯的构建起着重要的作用。信息发出者通过明示保证关联,进而保证连贯。本文进一步分析了影响明示的相关因素,包括社会文化因素、直接语境因素和信息发出者的个人特点等。
明示所给出的关联性只是信息发出者对于话语连贯,交际成功所做出的贡献,是单方面的。最终语篇是否连贯,交际是否成功则取决于信息接收者。在分析推理时,本文在给出推理的定义后,分析了信息接收者的推理过程。由于信息接受者个体的认知能力存在差异,在一个场合连贯的语篇在另一场合中对于不同的人可能会产生不同的结果,即可能会不连贯。所以连贯最终决定于信息接受者的认知努力。关联理论认为,信息接收者要真正理解对方的意图,必须进行推理。推理是对关联的寻找。如果推理能够产生语境效果,能进行下去,则关联性能够实现。推理获得的新信息就会被当作旧的语境信息参与下一个推理过程。这样,每一个明示行为产生的话语就能被溶入更大的单位中,最终形成一个连贯的语篇。
最后,本文选取了大学英语课文中的一篇文章作为例子,分析了在实际语篇理解过程中,读者在明示-推理交际模式的基础上对文章应做的推理理解。通过分析在阅读理解过程中遇到的难点和问题,旨在为大学英语阅读教学提供一些建议。
本文从关联理论角度探讨了语篇连贯认知特征,诠释了连贯在动态交际过程中是如何由交际双方共同努力所创造的。从语用、认知角度对语篇连贯进行了研究,更深刻地揭示了语篇连贯的本质也对实际篇章教学提供了一定的参考建议。关联理论对语篇连贯的诠释具有广阔的运用前景,在英语教学中具有广泛的指导意义。
Discourse analysis has a long history which can be traced back to 1950s. Discourse coherence has long been a focus of attention in the field of discourse analysis, since it has relations with every aspect about how and why a passage can be considered as a discourse. Previous studies, both semantic and pragmatic, have contributed greatly to our understanding of this issue. However, they all suffer from their weaknesses; the common problem with previous studies is that they have not paid enough attention to the cognitive feature of coherence constructing. Discourse coherence is not just a feature of discourse but achieved by participants in their process of communication. This thesis attempts to explore the process of constructing discourse coherence from a pragmatic and cognitive perspective.
Theoretical foundation of this thesis comes from Relevance Theory, a cognitive pragmatics proposed by Sperber and Wilson (1986/1995). According to Relevance Theory, human communication is a certain kind of cognition, which is relevance-oriented. Unsatisfied with the two existing communication models, the code model and inference model, Sperber and Wilson formulate a new one, termed as Ostensive-Inferential Communication Model, which is used as the basic theoretical framework for the present research. This thesis explores how communicator and addressee make contribution to discourse coherence by their mutual efforts in the process of discourse formation and discourse comprehension through ostension and inference respectively and finally some implications for reading teaching will be given.
语篇连贯是话语分析中一个复杂且颇具争议的问题。三十年来,语言学家们从不同的角度对连贯进行了研究,得出了不同的定义,构建了不同的理论。他们从语义和语用的角度对连贯的研究,加深了我们对于连贯的认识。但同时这些研究也都存在着这样那样的不足,其中最主要的问题在于它们都忽视了认知性,即没有从认知的角度对语篇连贯进行分析说明。这也就使本文从认知语用学角度对连贯的研究具有价值和意义。本文认为连贯并非是作为语言单位的语篇所固有的特性,而是在交际过程中由交际双方共同努力所取得的结果,并最终形成于信息接受者的大脑中。信息发出者和信息接收者都对构建语篇连贯起着重要的作用。本文是从认知语用学的角度对语篇连贯进行研究。
Sperber和Wilson在1986年提出了关联理论,这个理论从本质上看属于认知语用学范畴。本文的研究就是建立在关联理论的基础之上的。文章以关联理论为理论基础,以明示-推理交际模式为基本分析框架,把语篇连贯置于动态交际过程中,分别分析了在交际过程中交际双方是如何相互合作、协调来取得交际成功的。关联理论认为,人类的交际是一个认知过程,这个过程是寻求关联的过程。这也就是说,人们在交际过程中倾向于去注意那些易于交际的关联信息。人们总是期待可以付出最小的努力,获得最大的关联信息,使交际能够顺利进行。由于早先的语码模式和推理模式都有不尽如人意的地方,所以Sperber和Wilson在此基础之上提出了一种新的交际模式——明示-推理交际模式。本文中的主要分析部分正是从明示、推理这两个角度分别分析了信息发出者和信息接收者的交际过程。
在分析明示时,本文首先给出了明示的定义,然后分析了明示的过程。Sperber和wlilson认为,每一个明示行为都包含着两种意图,即信息意图和交际意图,这也就是说信息发出者可能不是直接地表达出他的真实目的。他们认为意图的表达是信息发出者心理活动的表现。交际中信息发出者对语篇连贯的构建起着重要的作用。信息发出者通过明示保证关联,进而保证连贯。本文进一步分析了影响明示的相关因素,包括社会文化因素、直接语境因素和信息发出者的个人特点等。
明示所给出的关联性只是信息发出者对于话语连贯,交际成功所做出的贡献,是单方面的。最终语篇是否连贯,交际是否成功则取决于信息接收者。在分析推理时,本文在给出推理的定义后,分析了信息接收者的推理过程。由于信息接受者个体的认知能力存在差异,在一个场合连贯的语篇在另一场合中对于不同的人可能会产生不同的结果,即可能会不连贯。所以连贯最终决定于信息接受者的认知努力。关联理论认为,信息接收者要真正理解对方的意图,必须进行推理。推理是对关联的寻找。如果推理能够产生语境效果,能进行下去,则关联性能够实现。推理获得的新信息就会被当作旧的语境信息参与下一个推理过程。这样,每一个明示行为产生的话语就能被溶入更大的单位中,最终形成一个连贯的语篇。
最后,本文选取了大学英语课文中的一篇文章作为例子,分析了在实际语篇理解过程中,读者在明示-推理交际模式的基础上对文章应做的推理理解。通过分析在阅读理解过程中遇到的难点和问题,旨在为大学英语阅读教学提供一些建议。
本文从关联理论角度探讨了语篇连贯认知特征,诠释了连贯在动态交际过程中是如何由交际双方共同努力所创造的。从语用、认知角度对语篇连贯进行了研究,更深刻地揭示了语篇连贯的本质也对实际篇章教学提供了一定的参考建议。关联理论对语篇连贯的诠释具有广阔的运用前景,在英语教学中具有广泛的指导意义。
Discourse analysis has a long history which can be traced back to 1950s. Discourse coherence has long been a focus of attention in the field of discourse analysis, since it has relations with every aspect about how and why a passage can be considered as a discourse. Previous studies, both semantic and pragmatic, have contributed greatly to our understanding of this issue. However, they all suffer from their weaknesses; the common problem with previous studies is that they have not paid enough attention to the cognitive feature of coherence constructing. Discourse coherence is not just a feature of discourse but achieved by participants in their process of communication. This thesis attempts to explore the process of constructing discourse coherence from a pragmatic and cognitive perspective.
Theoretical foundation of this thesis comes from Relevance Theory, a cognitive pragmatics proposed by Sperber and Wilson (1986/1995). According to Relevance Theory, human communication is a certain kind of cognition, which is relevance-oriented. Unsatisfied with the two existing communication models, the code model and inference model, Sperber and Wilson formulate a new one, termed as Ostensive-Inferential Communication Model, which is used as the basic theoretical framework for the present research. This thesis explores how communicator and addressee make contribution to discourse coherence by their mutual efforts in the process of discourse formation and discourse comprehension through ostension and inference respectively and finally some implications for reading teaching will be given.
引文
1. Austin, J. L. How to Do Things with Word? Oxford: The Clarendon Press. 1962.
2. Blakemore, B. Semantic Constraints on Relevance. Oxford: Blackwell Publishers. 1987.
3. Blakemore, B. The Organization of Discourse in Newmeyer, F. R. (ed.) Linguistics: The Cambridge Survey 4.1988: 229-49.
4. Blakemore, B. Understanding Utterances. Oxford: Blackwell Publishers. 1992.
5. Brown, G. & Yule, G. Discourse Analysis. Cambridge: Cambridge University Press. 1983.
6. Carroll, D. W. Psychology of Language. Beijing: Foreign Language Teaching and Research Press. 2000.
7. Cook, G. Discourse and Literature. Oxford: Oxford University Press. 1994.
8. Coulthard, M. An Introduction to Discourse Analysis. London: Longman. 1985.
9. Crystal, D. An Encyclopedic Dictionary of Language and Linguistics. Oxford: Blackwell Publishers. 1992.
10. Enkvist, N. E. Coherence, Pseudo-coherence, and Non-coherence, in J. O. (ed.) Cohesion and Semantics. Abo: Akademi: Foundation. 1978.
11. Fromkin, V. A. The Non-anomalous Nature of Anomalous Utterances. Language 47.1971: 27-52.
12. Garnham, A. Mental Models as Representaions of Discourse and Text. Chichester: Ellis Horwood. 1987.
13.Gemsbacher,M.A.(ed.)Handbook of Psycholinguistics.San Diego:Academic Press.1994.
14.Giora,R.Discourse Coherence and Theory of Relevance:Stumbling Blocks in Search of Unified Theory.Journal of Pragmatics 27.1997:17-34.
15.Graig,R.T.& K.T.(eds.)Conversational Coherence:Form,structure,and strategy.Beverly Hills:Sage Publications.1983.
16.Grice,H.P.Meaning.Philosophical Review 64.1957:377-88.
17.Grice,H.P.Logic and Conversation.in P.Cole & J.Morgan(eds.).Syntax and Semantics 3.New York:Academic Press.1975.
18.Halliday,M.A.K.Exploration in the Functions of Language.London:Arnold.1973.
19.Halliday,M.A.K.An Introduction to Functional Grammar.London:Edward Arnold,1994.
20.Halliday,M.A.K.& Hasan,R.Cohesion in English.London:Longman.1976.
21.Harris,Z.S.Discourse Analysis.Language 28.1952:1-30.
22.Leech,G.English Grammar for Today:A New Introduction.London:Macmillan.1982.
23.Levelt,W.J.M.Speaking:From Intention to Articulation.Cambridge,Mass:MIT Press.1989.
24.Levinson,S.Pragmatics.Cambridge:Cambridge University Press.1983.
25.Martin,J.R.English Text.Philadelphia:John Benjamins.1992.
26.Nunan,D.Discourse Analysis.London:Penguin Group.1993.
27.Richard,J.C.,Platt J.& Platt,H.Longman Dictionary of Language Teaching and Applied Linguistics.Beijing:Foreign Language Teaching and Research Press.2000.
28.Schiffrin,D.Approaches to Discourse.Chicago:University of Chicago Press.1995.
29.Searle,J.Expression and Meaning.Cambridge:Cambridge University Press.1979.
30.Sperber,D & Wilson,D.Relevance:Communication and Cognition.Oxford:Blackwell Publishers.1986/1995.
31.Stubbs,M.Discourse Analysis.Oxford:Blackwell Publishers.1983.
32.Tannen,D.Talking Voices:Repetition,Dialogue,and Imagery in Conversational Discourse.Cambridge:Cambridge University Press.1989.
33.Tsui,A.B.M.Sequencing Rules and Coherence in Disourse.Journal of Pragmatics.1991.15:111-29.
34.Tsui,A.B.M.English Conversation.Oxford:Oxford University Press.1994.
35.Van Dijk,T.A.Some Aspects of Text Grammars.The Hague:Mouton.1972.
36.Van Dijk,T.A.Text and Context.London:Longman.1977.
37.Van Dijk,T.A.Pragmatic Connectives.Journal of Pragmatics 3.1979:447-456.
38.Van Dijk,T.A.Handbook of Discourse Analysis.New York:Academic Press.1985.
39.Verschueren,J.Understanding Pragmatics.London:Edward Arnold.1998.
40.Widdowson,H.G.Teaching English as Communication.Oxford:Oxford University Press.1978.
41.Widdowson,H.G.Explorations in Applied Linguistics.Oxford:Oxford University Press.1979.
42.Wilson,D.Relevance and Understanding.in Brown,G.et al(eds.)Language and Understanding.Oxford:OUP.1994.
43.白彬,朱丽田,关联理论的语用价值分析.外语教学与研究第4期.2001.
44.桂诗春,应用语言学.长沙:湖南教育出版社.1994.
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46.何兆熊,语用学概要.上海:上海外语教育出版社.1989.
47.何自然,语用学与英语学习.上海:上海外语教育出版社.1997.
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2. Blakemore, B. Semantic Constraints on Relevance. Oxford: Blackwell Publishers. 1987.
3. Blakemore, B. The Organization of Discourse in Newmeyer, F. R. (ed.) Linguistics: The Cambridge Survey 4.1988: 229-49.
4. Blakemore, B. Understanding Utterances. Oxford: Blackwell Publishers. 1992.
5. Brown, G. & Yule, G. Discourse Analysis. Cambridge: Cambridge University Press. 1983.
6. Carroll, D. W. Psychology of Language. Beijing: Foreign Language Teaching and Research Press. 2000.
7. Cook, G. Discourse and Literature. Oxford: Oxford University Press. 1994.
8. Coulthard, M. An Introduction to Discourse Analysis. London: Longman. 1985.
9. Crystal, D. An Encyclopedic Dictionary of Language and Linguistics. Oxford: Blackwell Publishers. 1992.
10. Enkvist, N. E. Coherence, Pseudo-coherence, and Non-coherence, in J. O. (ed.) Cohesion and Semantics. Abo: Akademi: Foundation. 1978.
11. Fromkin, V. A. The Non-anomalous Nature of Anomalous Utterances. Language 47.1971: 27-52.
12. Garnham, A. Mental Models as Representaions of Discourse and Text. Chichester: Ellis Horwood. 1987.
13.Gemsbacher,M.A.(ed.)Handbook of Psycholinguistics.San Diego:Academic Press.1994.
14.Giora,R.Discourse Coherence and Theory of Relevance:Stumbling Blocks in Search of Unified Theory.Journal of Pragmatics 27.1997:17-34.
15.Graig,R.T.& K.T.(eds.)Conversational Coherence:Form,structure,and strategy.Beverly Hills:Sage Publications.1983.
16.Grice,H.P.Meaning.Philosophical Review 64.1957:377-88.
17.Grice,H.P.Logic and Conversation.in P.Cole & J.Morgan(eds.).Syntax and Semantics 3.New York:Academic Press.1975.
18.Halliday,M.A.K.Exploration in the Functions of Language.London:Arnold.1973.
19.Halliday,M.A.K.An Introduction to Functional Grammar.London:Edward Arnold,1994.
20.Halliday,M.A.K.& Hasan,R.Cohesion in English.London:Longman.1976.
21.Harris,Z.S.Discourse Analysis.Language 28.1952:1-30.
22.Leech,G.English Grammar for Today:A New Introduction.London:Macmillan.1982.
23.Levelt,W.J.M.Speaking:From Intention to Articulation.Cambridge,Mass:MIT Press.1989.
24.Levinson,S.Pragmatics.Cambridge:Cambridge University Press.1983.
25.Martin,J.R.English Text.Philadelphia:John Benjamins.1992.
26.Nunan,D.Discourse Analysis.London:Penguin Group.1993.
27.Richard,J.C.,Platt J.& Platt,H.Longman Dictionary of Language Teaching and Applied Linguistics.Beijing:Foreign Language Teaching and Research Press.2000.
28.Schiffrin,D.Approaches to Discourse.Chicago:University of Chicago Press.1995.
29.Searle,J.Expression and Meaning.Cambridge:Cambridge University Press.1979.
30.Sperber,D & Wilson,D.Relevance:Communication and Cognition.Oxford:Blackwell Publishers.1986/1995.
31.Stubbs,M.Discourse Analysis.Oxford:Blackwell Publishers.1983.
32.Tannen,D.Talking Voices:Repetition,Dialogue,and Imagery in Conversational Discourse.Cambridge:Cambridge University Press.1989.
33.Tsui,A.B.M.Sequencing Rules and Coherence in Disourse.Journal of Pragmatics.1991.15:111-29.
34.Tsui,A.B.M.English Conversation.Oxford:Oxford University Press.1994.
35.Van Dijk,T.A.Some Aspects of Text Grammars.The Hague:Mouton.1972.
36.Van Dijk,T.A.Text and Context.London:Longman.1977.
37.Van Dijk,T.A.Pragmatic Connectives.Journal of Pragmatics 3.1979:447-456.
38.Van Dijk,T.A.Handbook of Discourse Analysis.New York:Academic Press.1985.
39.Verschueren,J.Understanding Pragmatics.London:Edward Arnold.1998.
40.Widdowson,H.G.Teaching English as Communication.Oxford:Oxford University Press.1978.
41.Widdowson,H.G.Explorations in Applied Linguistics.Oxford:Oxford University Press.1979.
42.Wilson,D.Relevance and Understanding.in Brown,G.et al(eds.)Language and Understanding.Oxford:OUP.1994.
43.白彬,朱丽田,关联理论的语用价值分析.外语教学与研究第4期.2001.
44.桂诗春,应用语言学.长沙:湖南教育出版社.1994.
45.桂诗春,新编心理语言学.上海:上海外语教育出版社.2000.
46.何兆熊,语用学概要.上海:上海外语教育出版社.1989.
47.何自然,语用学与英语学习.上海:上海外语教育出版社.1997.
48.胡壮麟,语篇的衔接与连贯.上海:上海外语教育出版社.1994.
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