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  本文選題：言語行為　切入點：維漢大學生　出處：《新疆師范大學》2014年碩士論文

【摘要】：言語行為研究是語用學研究中一塊極其重要的方面。研究言語行為在一方面可以揭示人類語言的共性及差異性，在另一方面還能展示人類大腦思維的整體過程。拒絕言語行為作為一種威脅聽話者積極和消極面子的言語行為，在語用學研究中占據特殊地位，在過去一直是語用學家們研究的熱點。本研究以新疆師范大學維漢大學生為研究對象，以奧斯丁和賽爾的言語行為理論及布朗和萊文森的面子理論為理論框架，采用問卷調查法收集語料并加以分析。問卷的設計參照了國外學者所采用的“語篇補全測試”模式，并根據受試對象實際受測結果對問卷進行了修改。本研究選取新疆師范大學在校維吾爾族和漢族大學生各200人。問卷要求受試者根據日常生活中習慣使用的言語以及問卷不同情景下所涉及到的問題來寫出維漢大學生各自母語的拒絕話語。作者根據問卷調查的統計結果就各策略的使用頻率方面對維漢大學生拒絕策略進行了對比分析。在分析過程中，作者將對話者的社會地位等因素作為控制因素，分析新疆師范大學維漢大學生拒絕策略的相似和差異之處。 研究結果表明維漢大學生在拒絕時存在相似點，這些相似點表現在以下兩方面：（1）維漢大學生在拒絕策略的選擇上都傾向于間接拒絕；（2）在間接拒絕策略的選擇和使用上，維漢大學生都傾向于使用給出借口、理由和解釋說明，表達歉意和表示感激的策略。以上相似點說明維漢大學生在實施拒絕言語行為的過程中，都試圖減弱言后行為產生的效力并遵循禮貌原則以維護說話人和聽話人雙方積極和消極的面子。同時本研究發(fā)現維漢大學生在不同情境下使用拒絕策略存在個性差異，具體表現為維吾爾族大學生在拒絕過程中只在個別情景中使用了直接拒絕策略，而漢族大學生相比較而言在較多情景下采用了直接拒絕策略。維吾爾族大學生在使用直接拒絕策略時更為謹慎。 新疆高校是維吾爾族、漢族和其他少數民族大學生學習生活和成長交流的沃土。在日常學習生活中，，各族大學生需加深對彼此言語行為習慣及言語所承載思想文化的了解，尋求共性，以達到共同學習進步的目的。維吾爾族和漢族大學生，作為新疆高校大學生的主體，應更熟悉和包容彼此之間的言語行為習慣，成為構建和諧穩(wěn)定大學校園環(huán)境和社會環(huán)境的中堅力量。
[Abstract]:The study of speech acts is an extremely important aspect in pragmatics. On the one hand, the study of speech acts can reveal the commonness and difference of human language. On the other hand, it can also show the whole process of human brain thinking. As a speech act threatening the hearer's positive and negative face, refusal speech act occupies a special position in pragmatics research. This study focuses on Uighur and Han students of Xinjiang normal University, and takes Austen and Searle's speech act theory and Brown's and Levinson's face theory as the theoretical framework. The questionnaire is designed according to the model of "text complement Test" adopted by foreign scholars. The questionnaire was revised according to the actual test results of the subjects. In this study, 200 Uygur and Han students from Xinjiang normal University were selected. The questionnaire asked the subjects to use language according to their habits in daily life. According to the statistical results of the questionnaire, the author makes a study on the frequency of the strategies used by Uighur Chinese college students. In the process of analysis, Taking the social status of the interlocutor as the controlling factor, the author analyzes the similarities and differences of the rejection strategies of Uighur and Han students in Xinjiang normal University. The results show that Uyghur college students have similar points when they refuse. These similarities are shown in the following two aspects: 1) Uighur Chinese students tend to choose indirect rejection strategies in their choice of rejection strategies, and both tend to choose and use indirect rejection strategies. Uyghur college students tend to use strategies of giving excuses, reasons and explanations, expressions of apology and gratitude. Both try to weaken the effectiveness of postverbal behavior and follow the principle of politeness in order to maintain both positive and negative face of the speaker and the hearer. Meanwhile, the present study finds that there are personality differences in the use of rejection strategies in different situations among Uighur and Chinese students. The specific manifestation is that Uygur college students only use direct rejection strategy in individual situations in the process of rejection. Compared with the Han students, the students of the Han nationality adopted the direct rejection strategy in more situations, while the Uygur students were more cautious in using the direct rejection strategy. Xinjiang colleges and universities are fertile ground for Uygur, Han and other minority students to study, live and grow and communicate. In their daily study, college students of all nationalities need to deepen their understanding of each other's speech behavior habits and the ideology and culture carried by speech. Uygur and Han students, as the main body of university students in Xinjiang, should be more familiar with and tolerant of each other's speech behavior habits. Become the backbone of constructing harmonious and stable campus environment and social environment.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H136

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本文編號：1659569