新编语用学教程

新编语用学教程

图书基本信息
出版时间:2009-2
出版社:外语教学与研究出版社
作者:陈新仁
页数:230
书名:新编语用学教程
封面图片
新编语用学教程
前言
  1980年,胡壮麟先生发表《语用学》一文,率先将语用学纳入中国学者视野;1988年,何自然先生出版国内第一本语用学教材《语用学概论》,系统普及语用学基本理论知识。此后,语用学在中国发展迅猛,许多高校的英语语言文学或外国语言学及应用语言学专业硕士学位点甚至博士学位点相继设立了语用学研究方向,更多的高校开设“语用学导论”课程,还有少数学校为英语专业本科生开设“语用学”选修课。这些课程受到学生的广泛欢迎。  在过去的数十年中,国内、国外尽管出版了许多语用学教材,但适合在我国英语课堂环境下直接使用的教材并不多,要么内容偏深、语言偏难,要么涵盖内容不全面,而与课堂教学需要以及语言使用实践相结合的教材更少。在这样的背景下,笔者在充分研究现有教材及研究文献的基础上,编写了这本内容与语言难度适中的英文版《新编语用学教程》。  本书的特色主要体现在以下几个方面:  (一)构筑新的语用学知识的宏观体系和微观层面,比较全面、系统地介绍语用学这一新兴语言学科分支的基本理论,反映该领域的前沿研究成果。现有教材或介绍性专著一般采纳Levinson(1983)一书中的结构(即语用学的五个主题:指示现象、会话含意、预设、言语行为、会话分析),新一点的教材会增加新格赖斯语用学理论和关联理论。本教材重新厘清了语用学理论与课题之间的渊源联系,梳理出语用学作为一门学科的内在逻辑和发展脉络。教材由四大部分构成。第一部分(Part 1)围绕体现本学科语言哲学缘起背景的两大语用学理论——言语行为理论和会话含意理论而展开,追溯它们的发展。需要指出的是,关联理论也是基于对格赖斯(Grice)语用学理论的批判发展而来的,本应出现在第一部分。然而,考虑到关联理论不是从语言哲学而是从认知这一全新角度阐释语言交际的,而且对语言交际的各个层面都有系统的论述,所以我们就将该理论置于第三部分(Part III),与语言顺应理论并列,因为后者也是试图为语言交际提供统一解释框架的理论。
内容概要
陈新仁编著的《新编语用学教程》是“高等学校英语专业系列教材”之一,全书共分15个章节,主要对新编语用学教程知识作了介绍,融入了诸如词汇语用学、批评语用学、社会心理语用学等相关话题的讨论。该书可供各大专院校作为教材使用,也可供从事相关工作的人员作为参考用书使用。
书籍目录
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
章节摘录
  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.
媒体关注与评论
  《新编语用学教程》为我国高校语言学专业增添了一部崭新的、理论与实践兼备的教材,适应当前语言学学科的多元化发展,能满足研习汉、英语言的理解和使用的需要。  ——何自然(广东外语外贸大学教授、博士生导师) 本教材作者独具匠心,把深奥的语用学理论跟丰富多彩的实际语言运用巧妙地结合起来,既传授了专业知识,扩展了读者的视野,又加深了他们对语言的感情,让他们感觉语用学就在身边。  ——姜望琪(北京大学英语系教授,博士生导师)  《新编语用学教程》的鲜明特点之一在于它的平实.让我们清晰地看到语用理论诠释下生动有趣的语言生活。希望读者和我一样从这本好书中获得教益。  ——何刚(华东师范大学外围语学院教授,博士生导师)
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评论与打分
  •     很不错完全不同于以往语用学书中的一味理论说教和实际联系很密切有助于解决实际问题另外也是最新的语用学从书包含近几年来较新的理论
  •     老师的老师编写的 ,不糊弄人 国内语用学的权威
  •     是语言学的新领域,语言通俗易懂,只是对逻辑思维要求颇高
  •     老师要求的上课教材、还不错
  •     上课老师推荐教材,要用
  •     老师指定的教材,上课都用这个,感觉还不错。
  •     这本书的内容充实,举例众多,论证有力,是考语言学必备教材。
  •     质量很好,内容是仁者见仁智者见智的
  •     简单通俗易懂
  •     南大导师编的,通俗易懂。
  •     送货很快~第二天就到了~书的质量挺好~
  •     内容很好~~~适合考研学生~~研究语用
  •     eternal classic
  •     很全面很有用,全英文的,还有习题,但是没答案的
  •     书包装的很好,快递也还不错,只是多订了一本,要退的话只退6.1,干脆还是不退了~
  •     适合初学者阅读的一本书。
    内容少而精,纸质也很好。同学都买了,用着也感觉不错。
  •     考研专业课必备书,应该是正版,纸质很好。
  •     这本书总体上来说不错。但有些地方讲的很模糊,举例不多,估计作者也不是很清楚明白吧。
  •     这本印刷不错,纸质也不赖,内容很有趣,南大老师这本书编的还不赖
  •     专门的语用学教程,还是需要一些基础的语言学知识才能看得懂。
  •     正如老师所推荐的,本书内容详细、条理清晰,是一本较为全面了解语用学的好教材。
  •     帮导师买的,听说还不错,内容比较全面,适合当教材
  •     老师推荐买的,配合着中文看,不过内容还是比较少,英文原版中不错的了
  •     是本很好的教科书