新編語用學教程

前言

　　1980年，胡壯麟先生發(fā)表《語用學》一文，率先將語用學納入中國學者視野；1988年，何自然先生出版國內第一本語用學教材《語用學概論》，系統(tǒng)普及語用學基本理論知識。此后，語用學在中國發(fā)展迅猛，許多高校的英語語言文學或外國語言學及應用語言學專業(yè)碩士學位點甚至博士學位點相繼設立了語用學研究方向，更多的高校開設“語用學導論”課程，還有少數(shù)學校為英語專業(yè)本科生開設“語用學”選修課。這些課程受到學生的廣泛歡迎?！　≡谶^去的數(shù)十年中，國內、國外盡管出版了許多語用學教材，但適合在我國英語課堂環(huán)境下直接使用的教材并不多，要么內容偏深、語言偏難，要么涵蓋內容不全面，而與課堂教學需要以及語言使用實踐相結合的教材更少。在這樣的背景下，筆者在充分研究現(xiàn)有教材及研究文獻的基礎上，編寫了這本內容與語言難度適中的英文版《新編語用學教程》?！　”緯奶厣饕w現(xiàn)在以下幾個方面：　　（一）構筑新的語用學知識的宏觀體系和微觀層面，比較全面、系統(tǒng)地介紹語用學這一新興語言學科分支的基本理論，反映該領域的前沿研究成果?，F(xiàn)有教材或介紹性專著一般采納Levinson（1983）一書中的結構（即語用學的五個主題：指示現(xiàn)象、會話含意、預設、言語行為、會話分析），新一點的教材會增加新格賴斯語用學理論和關聯(lián)理論。本教材重新厘清了語用學理論與課題之間的淵源聯(lián)系，梳理出語用學作為一門學科的內在邏輯和發(fā)展脈絡。教材由四大部分構成。第一部分（Part 1）圍繞體現(xiàn)本學科語言哲學緣起背景的兩大語用學理論——言語行為理論和會話含意理論而展開，追溯它們的發(fā)展。需要指出的是，關聯(lián)理論也是基于對格賴斯（Grice）語用學理論的批判發(fā)展而來的，本應出現(xiàn)在第一部分。然而，考慮到關聯(lián)理論不是從語言哲學而是從認知這一全新角度闡釋語言交際的，而且對語言交際的各個層面都有系統(tǒng)的論述，所以我們就將該理論置于第三部分（Part III），與語言順應理論并列，因為后者也是試圖為語言交際提供統(tǒng)一解釋框架的理論。

內容概要

陳新仁編著的《新編語用學教程》是“高等學校英語專業(yè)系列教材”之一，全書共分15個章節(jié)，主要對新編語用學教程知識作了介紹，融入了諸如詞匯語用學、批評語用學、社會心理語用學等相關話題的討論。該書可供各大專院校作為教材使用，也可供從事相關工作的人員作為參考用書使用。

書籍目錄

Introduction
  0.1 Introducing the field of pragmatics
  0.2 The emergence ofpragmatics as a field
  0.3 Pragmatics as a branch of linguistics
  0.4 Pragmatics as a functional perspective
  0.5 Basic notions in pragmatic studies
  In-Class Activities
  Exercises
  Recommended Readings
Part Ⅰ  From Philosophy of Language to
  Linguistic Pragmatics
Unit 1  Austin's Speech Act Theory
  Pre-Class Reading
  1.1 Words and deeds
  1.2 Properties of an explicit performative utterance
  1.3 Locution, illocution, and perlocution
  1.4 (Illocutionary) Speech acts classified
  In-Class Activities
  Exercises
  Recommended Readings
Unit 2  SAT: Later Developments
  Pre-Class Reading
  2. l (Illocutionary) Speech acts reclassified
  2.2 Felicity conditions
  2.3 Indirect speech acts
  2.4 Extended speech acts
  In-Class Activities
  Exercises
  Recommended Readings
Unit 3  Gricean Pragmatics: Implicature
  Pre-Class Reading
  3.1 Natural vs. non-natural meaning
  3.2 Implicature and implication
  3.3 Types of implicatures
  3.4 Features of conversational implicatures
  In-Class Activities
  Exercises
  Recommended Readings
Unit 4  Gricean Pragmatics: The Cooperative
  Principle
  Pre-Class Reading
  4.1 CP: the principle
  4.2 CP: the maxims
  4.3 Non-observance of the maxims
  4.4 Calculating conversational implicatures
  In-Class Activities
  Exercises
  Recommended Readings
Unit 5  Neo-Gricean Pragmatics
  Pre-Class Reading
  5.1 Q- and R-Principles
  5.2 Q-, I- and M-Principles
  5.3 Anaphora: a case study
  In-Class Activities
  Exercises
  Recommended Readings
Part Ⅱ  Aspects of Linguistic Interaction
Unit 6  Deixis
  Pre-Class Reading
  6.1 The encoding of context
  6.2 Deixis: types and properties
  6.3 Person deixis
  6.3 Place deixis and time deixis
  6.5 Social deixis and discourse deixis
  In-Class Activities
  Exercises
  Recommended Readings
Unit 7  Pragmatic Presupposition
  Pre-Class Reading
  7.1 Entailment and presupposition
  7.2 Pragmatic presupposition
  7.3 Cancellation of presupposition
  7.4 Projection problems with presupposition
  7.5 Presupposition triggers
  In-Class Activities
  Exercises
  Recommended Readings
Unit 8  Conversation Analysis
  Pre-Class Reading
  8.1 Turn-taking in conversation
  8.2 Adjacency pairs
  8.3 Presequences
  8.4 Conversational repairs
  In-Class Activities
  Exercises
  Recommended Readings
Unit 9  Politeness in Conversation
  Pre-Class Reading
  9.1 Approaches to politeness
  9.2 PP: the principle and its maxims
  9.3 Clashes and tradeoffs between the maxims
  9.4 PP: a reformulation
  In-Class Activities
  Exercises
  Recommended Readings
Unit 10 　Doing FTAs in Conversation
  Pre-Class Reading
  10.1 The notion of face
  10.2 Face-threatening acts
  10.3 Strategies of doing FTAs
  10.4 Factors behind the strategy choice
  In-Class Activities
  Exercises
  Recommended Readings
Part Ⅲ  Constructing Unified Theories of
  Language Use
Unit 11  Relevance Theory (1)
  Pre-Class Reading
  1 l. 1 Communication: the code model
  11.2 Communication: the inferential model
  11.3 Communication: ostension and inference
  11.4 Context in RT: a cognitive construct
  11.5 Relevance: cognitive effects and processing efforts
  In-Class Activities
  Exercises
  Recommended Readings
Unit 12  Relevance Theory (2)
  Pre-Class Reading
  12.1 Relevance: two principles
  12.2 Types of cognitive effects
  12.3 Calculating cognitive effects
  12.4 Explicatures vs. implicatures
  In-Class Activities
  Exercises
  Recommended Readings
Unit 13  Adaptation Theory
  Pre-Class Reading
  13.1 Adaptability, variability, and negotiability
  13.2 Language use as choice-making
  13.3 Context: yet a new account
  13.4 Language use as a dynamic process
  In-Class Activities
  Exercises
  Recommended Readings
Part Ⅳ  Pragmatics: Two Applications
Unit 14  Pragmatics and Translation
  Pre-Class Reading
  14.1 Translation as communication
  14.2 Translating pragmatic meanings
  14.3 Layers of pragmatic equivalence
  14.4 Strategies of pragmatic translation
  In-Class Activities
  Exercises
  Recommended Readings
Unit 15  Developing L2 Pragmatic Competence
  Pre-Class Reading
  15.1 L2 pragmatic competence
  15.2 Teaching L2 pragmatics
  15.3 Pragmatic transfer and pragmatic failures
  In-Class Activities
  Exercises
  Recommended Readings
Glossary
Data Transcription Notations
References

章節(jié)摘錄

　　LeechS Politeness Principle，although widely acclaimed，hasreceived some criticisms．Among others．his use of the term“maxim”iSquestioned for its moral and imperative connotations．Thus，Leech（2005）decides to reformulate the six maxims into something that sounds morelike pragmatic constraints．One single super-constraint he invents is theGrand Strategy of Politeness（GSP for short）：In order to be polite，S expresses or implies meanings whichplace a high value on what peRains to 0（0=other person[s]，[mainly the addressee]or place a low value on what pertains toS（S=self，speaker）．（Leech，2005）Politeness in a pragmatic sense is a matter of conveying meanings inaccordance with the GSE Politeness often shows up in opposite strategiesof treating S and H in dialogue．Whereas conveying a highly favorableevaluation of H is polite，conveying the same evaluation of S is impolite．While conveying an unfavorable evaluation of S is polite，．giving thesame evaluation of H iS impolite．Under the super-constraint，Leechidentifies a set of sub—constraints which have variable constraining power：　　A．Place a high value on HS wants；place a low value on Ss wants；　　B．Place a high value on HS qualities；place a low value on Ssqualities；　　C．Place a high value on Ss obligation to H；place a low value on HSobligation to S： 　　D．Place a high value on HS opinions；place a low value on Ssopinions；　　E．Place a high value on HS feelings；place a low value on Ssfeelings．　　These constraints above are simply the most importantmanifestations of the GSP and there may be others．Moreover，the　　constraints towards the end of the list are less powerful than those at thetop．Politeness can be measured in terms of two scales：one beingabsolute politeness scale and the other being relative politeness scale．

媒體關注與評論

　　《新編語用學教程》為我國高校語言學專業(yè)增添了一部嶄新的、理論與實踐兼?zhèn)涞慕滩?，適應當前語言學學科的多元化發(fā)展，能滿足研習漢、英語言的理解和使用的需要?！　　巫匀唬◤V東外語外貿大學教授、博士生導師）　本教材作者獨具匠心，把深奧的語用學理論跟豐富多彩的實際語言運用巧妙地結合起來，既傳授了專業(yè)知識，擴展了讀者的視野，又加深了他們對語言的感情，讓他們感覺語用學就在身邊?！　　鳎ū本┐髮W英語系教授，博士生導師）　　《新編語用學教程》的鮮明特點之一在于它的平實．讓我們清晰地看到語用理論詮釋下生動有趣的語言生活。希望讀者和我一樣從這本好書中獲得教益?！　　蝿偅ㄈA東師范大學外圍語學院教授，博士生導師）

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