本研究发现男女两性的性别角色表现为两端的男性和女性有双性化的趋势,男性化受试对于语用意识的敏感性要高于女性化受试。社会情境的差异会导致语用意识的不同,受试在恩情轻重上的感知差异最明显。不同性别角色受试在相同社会情境中也表现出语用意识差异。研究表明,个体在社会情境的交际中建构其语用意识。成功的交际需要双方提高性别文化差异和社会情境差异的敏感性,英语跨文化教学应该要关注学习者批判性跨文化交际能力的培养。
In this artide, we found that more and more males and females show an androgynous characteristics and that the masculinity has a higher sensitivity on pragmatic awareness than the femininity. Participants show different pragmatic awareness on social situations and demonstrate significant difference on the perception of the burden of kindness. Meanwhile, sex roles still have different perceptions on the same social situation. The results reveals that participants construct their pragmatic awareness in the communication process. A successful communication requires the participants to improve their sensitivity on the differences of sex roles and social situations, so the intercultural communication teaching shall concentrate on cultivating students’ critical inter-cultural communicative competence.
Aston, G. 1995. Say “Thank you”: Some pragmatic constraints in conversational closings [J]. Applied Linguistics 16(1): 57-86.
Blum-Kulka, S. 1983. Interpreting and performing speech acts in a second language: A cross-cultural study of Hebrew and English [A]. In N. Wolfson & E. Judd (eds.). Sociolinguistics and Language Acquisition [C]. Rowley: Newbury House. 36-55.
Blum-Kulka, S & E. Olshtain. 1984. Requests and apologies: A cross-cultural study of speech act realization patterns [J]. Applied linguistics 5(3): 196-213.
Brouwer, D. 1982. The influence of the addressee’s sex on politeness in language use [J]. An Interdisciplinary Journal of the Language Sciences 20(11): 697-711.
Coulmas, F. 1981. Poison to your soul: Thanks and apologies contrastively viewed [A]. In F. Coulmas (ed.). Coversational Routine [C]. The Hague:Mouton. 69-91.
Eisenstein, M. & J. Bodman. 1993. Expressing gratitude in American English [A]. In G. Kasper & S. Blum-Kulka (eds.). Inter-language Pragmatics [C]. Oxford: Oxford University Press. 64-81.
Holmes, J. 1998. Apologies in New Zealand English [J]. Language in Society 19(2): 155-99.
Hooks, B. 2000. Feminist Theory: From Margin to Center [M]. London: Pluto Press.
Kasper, G. 1982. Teaching-induced aspects of interlanguage discourse [J]. Studies in Second Language Acquisition 4(2): 99-113.
Kasper, G. 1984. Pragmatic comprehension in learner-native speaker discourse [J]. Language learning 34(4): 1-20.
Kwon, J. 2004. Expressing refusals in Korean and in American English [J]. Multilingual Journal of Cross-Cultural and Inter-language Communication 23(4): 339-64.
Kramsch, C. 2006. From communicative competence to symbolic competence [J]. The Modern Language Journal 90(2): 249-52.
Kramsch, C. 2009. The Multilingual Subject [M]. Oxford: Oxford University Press.
Lee-Wong, S M. 1994. Imperatives in requests: Direct or impolite-observations from Chinese [J]. Pragmatics 4(4): 491-515.
Lin, Y. H. & H. M. Yu. 2004. Perception differences in the expressions of gratitude in Mandarin Chinese: Male vs. female speakers and contextual factors [A]. In Q.D. Lin (ed.). Language and Culture [C]. Kaohsiung: National Sun Yat-sen University. 81-103.
Pleck, J.H. 1984. The theory of male role identity: Its rise and fall, 1936 to the present [A]. In A.N. O’Connell (ed.). In the Shadow of the Past: Psychology Portraits the Sexes [C]. New York: Columbia University Press. 205-25.
Schmidt, R. 2001. Attention [A]. In P. Robinson (ed.). Cognition and Second Language Instruction [C]. New York: Oxford University Press. 3-32.
Spence, J. T. 1993. Gender-related traits and gender ideology: Evidence for a multi-factorial theory [J]. Journal of Personality and Social Psychology 4: 624-35.
毕继万.1996.汉英感谢语的差异[J].语文建设(7):38-40.
陈昌义.2003.Hymes交际能力理论的反思[J].外语学刊(2):37-39.
陈薇.2014.语言对社会性别身份的建构——关于语言和性别研究的再思考[J].外语研究(2):29-32.
杜学增.1999.中英文化习俗比较[M].北京:外语教学与研究出版社.
段成钢.2008.汉语礼貌语言使用的性别与年龄差异研究[J].语言教学与研究(3):57-63.
郭建荣、廖雪莲.2014.新疆高校非英语专业大学生英语学习风格与性别角色关系研究[J].外语教学(3):60-64.
何刚.2004.文化设定与言语行为——语用方式的文化解释[J].外语研究(5):7-11.
何奕娇、高洋.2010.中国学习者英语致谢言语行为的语用能力调查研究[J].外语教学(3):60-63.
胡美馨.2007.言语行为语用意识培养在综合英语教材中的实现[J].外语研究(4):65-9.
李德超、Laviosa.2011.基于语料库的翻译教学跨文化理论框架[J].外语教学理论与实践(1):16-24.
李经伟.2001.西方语言与性别研究述评[J].解放军外国语学院学报(1):11-15.
李军、薛秋宁.2007.语际语用学及其应用[J].语言文字应用,2007(1):70-77.
李良博、吕靖.2012.从“交际能力”到“象征能力”:外语教学的生态转向——C. Kramsch“象征能力”理论述介[J].河北联合大学学报(6):157-59.
刘万生.2004.汉英感谢语比较与中国EFL学习者感谢语语用迁移[J].南通职业大学学报(1):97-100.
卢加伟.2014.认知语境与语用能力[J].洛阳师范学院学报(1):34-37.
钱铭怡、张光健.2000.大学生性别角色量表(CSRI)的编制[J].心理学报(1):99-104.
徐一平.2012.英汉礼貌用语的文化迁移[J].现代交际(5):28-31.
余明忠.2013.间接抱怨反应行为跨文化影响之研究[J].兴大人文学报(50):25-61.
