英汉委婉语的语用功能对比分析 英语论文

XXXXXX学院专科生毕业报告论文题目： Comparative Analysis of Pragmatic Function Between English and Chinese Euphemism英汉委婉语的语用功能对比分析 姓 名： 指导教师： 专 业： 年 级： 类 别： 分 院： 完成时间： Abstract Euphemism, cosmetic words, is not only a lingual phenomenon, but also a cultural and social phenomenon. It is like a mirror, reflecting the values, aesthetic conceptions and moral concepts in some extent. Euphemism plays an important part in social communication. It is like lube that avoids hurting the other partys feeling. It oils the human relationship in communication and helps to save face of communicators. If people make full use of euphemism, it can accelerate and facilitate human communication. This paper elaborates on the features and social functions of euphemism. And it focuses on the relationships between its polite functions and Politeness Principle. As an important rhetoric means to harmonize interpersonal relationships, euphemisms are widely used in both Chinese and English verbal communication. However, in different context, euphemisms perform different pragmatic functions. Based on different pragmatic functions of euphemisms, this article aims to discuss the similarities and differences of Chinese and English euphemisms. This thesis is composed of six parts with Chapter Four and Five as its core: The first chapter focuses on the origin and definitions of euphemism. The second chapter discusses the features of euphemism in many ways. The third chapter talks about the social functions of euphemism from the angle of pragmatics. The fourth chapter forms the basis of the whole research by connecting euphemism with politeness and face-saving theory. The fifth chapter centers on euphemism and Politeness Principle. The last chapter concludes the whole thesis. Appropriate use of English euphemism can contribute a lot to successful message exchange.【Key Words】euphemism, pragmatic functions, verbal communication摘 要 委婉语是一种语言现象，一种文化现象，更是一种社会现象，在一定程度上， 它反映了社会的价值观，审美观和美德观。委婉语在社会交际中发挥着重要作用。日常的约定俗成的委婉语能起润滑剂的作用，通过委婉语，可以避免语言过于直露而给对方造成伤害。 它是语言使用中人们用来协调人际关系的有效润滑剂，是保全交际各方面子的重要手段。很多中外学者曾从不同的角度对英语委婉语进行了长期的研究并取得了可喜的成果。本文主要研讨了委婉语的特点，社会功用，并从语用学的角度分析了委婉语的社会功用，礼貌原则及面子问题。 委婉语作为一种重要的修辞和表达手段，在英语和汉语语言交际中使用非常频繁。委婉语在日常交际中具有不同的语用功能。本文拟从委婉语的语用功能角度，对比分析英汉委婉语的异同。 本文分为六个部分。第四和第五章是文章的重点。第一章主要探讨了委婉语的定义及起源。第二章从很多方面概括了委婉语的特点。第三章从语用的角度分析了委婉语的社会功用。第四章把委婉语与礼貌，面子保全论联系在一起，是本文的核心。第五章侧重于委婉语貌与礼貌原则的关系。本文的实践意义在于其分析结论有助于保证信息传递的顺利进行并促进人们的日常交流。关键词： 委婉语，语用功能，口语交流Contents1. Introduction 12. Definition of euphemism 23. The structure of the euphemism principle 33.1 Distance principle and Relevant principles 3 3.1.1 Distance principle 3 3.1.2 Relevant principles 43.2 Politeness principle and self protection principle 4 3.2.1 Politeness principle 4 3.2.2 Leechs self protection principle 54. The formation of English euphemisms 74.1 Phonetic devices 74.2 Vocabulary devices 74.2.1 Loan words 7 4.2.2 Using uplifting words 74.2.3 Using vague words or expressions 74.2.4 Using country names 84.3 Grammatical devices 84.3.1 Using the past tense 94.3.2 Using the subjunctive mood 94.3.3 Using the passive voice 94.3.4 Using parentheses 10 4.3.5 Using “please” 104.3.6 Using tag questions 105. Pragmatic function 115.1 Taboo function 115.2 Covering up function 12 5.3 Polite function 136. Conclusion 147. Bibliography 15IntroductionIn current china, English has attracted peoples great attention. The classroom teaching has paid more attention to the communicative ability than the knowledge. The English that most students learnt is “mute English”. In our country, many English learners are only “coping examination”, but not see it as a tool for communication. Most of their communication ability is low, which is the actual truth. In the “spoon-feed” classroom, many students only listen to the teacher, but have no opportunities to open their mouths, or students only follow their teacher, but have no interaction. These problems make the students lose their interest and enthusiasm of learning English. Hence, the classroom loses the active atmosphere and, at last, is not benefit for fostering the students oral English.1.Definition and theoretical basis of interaction1.1 Definition of interaction “Interaction is the collaborative exchange of thought, feelings or ideas between two or more people resulting in a reciprocal effect each other.”1 By classroom interaction, we do not just mean verbal exchange such as question answers between the teacher and the students in class. Interaction takes various forms. For example, the teacher asks a student a question and the student responds to it. Thats teacher-student interaction. In a discussion or group work, the student learns from other students, shares other students opinions, thats student-student interaction or peer interaction. Besides verbal communication, nonverbal communication, the sending and receiving of non-language cues indicating attitude and feeling, also plays an important part in classroom interaction. This refers to gestures, facial expressions, bodily postures, eye contact etc. For example, interaction occurs when the teacher faces the students, furrows his brow, nods his head, droops his hand or body or winks his eyes.1.2Theoretical basis of interaction With the boosting communication between every countrys politics economics and culture, the foreign language social intercourse ability seems to be more important. We know the main purpose of the foreign language teaching lies in developing and helping students to acquire intercourse ability. The interactive type social intercourse teaching method with Widows as the representative is becoming a new hot topic of the foreign language teaching method in recent years. The theories foundation of the social intercourse teaching method includes the language social intercourse theories and learning theories. The learning theories include: (1) social intercourse principle, truly involves the activity of the social intercourse, raising the study efficiency; (2) mission principle: language is for the activity of the completion of mission, raising the study efficiency; (3) meaning principle: Learners interested language materials speed a learning process. According to the following theories, the foreign language classroom should be the field filled with “communication”; the language becomes the social intercourse means, i.e. “Learn with the language”. The knowledge and the social intercourse ability acquired depend on hearing, saying, reading, writing and translating. So, we say to train a student the social intercourse ability, actually to want to train a student to hear, say, read, write and translate etc. Interaction is a process of interacting the ideas and emotion, handing over the information and affecting each other. At present, the core of popular intercourse English teaching theories lies on a point that the intercourse ability cultivating should comply with the principle of interaction. The process of the language social intercourse is actually the process of information exchange. The classroom is a place that students communicate with the language they have learned. So the teaching should be interactive. Under the direction of interactive teaching method, the traditional teaching in the center of teachers should turn to the students, obeying the way of learning and practice and cultivating the students intercourse ability through the activities of heuristic language input and practice.1.3 Some main interactive modes in the present classroom On account of the spoon-feed English teaching in China, the teacher is the lord in classroom. The teachers explanation takes the most time of the classroom. So the teacher cannot afford the sufficient opportunities to practice for students. The students become the negative acceptors in the teaching process. Because of lacking of practice, their ability of using the language is so bad. Thus, they face kinds of difficulties in actual intercourse. College English Teaching Syllabus published by the Ministry of Education recently requires the students should have the ability of “communicating information in English” but not the traditional ability of “getting the information in English”. Communicating information is a kind of social intercourse本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。 activity. It involves both sides many factors of social intercourses. A key factor is language intercourse. This explains that the social intercourse ability should be enhanced. If wanting to train the students English exchange ability, we have to adopt efficient classroom teaching method and adopt teacher-student interaction in student-centered intercourse activities, and enhance college English classroom teaching.2. The necessity and the principles of following interaction-teaching mode 2.1 The disadvantage of traditional oral English teaching mode At the end of last century, the world entered an age of information. In such an information age, with the increasing use of computers and Internet, the huge globe becomes a global village. These are big changes to us, and because of these changes we renew the attitude of Foreign Language Teaching, the aim of foreign language teaching is to use the target language in communication. China boasts the largest English learning population in the world, and a history of several decades of English teaching and learning. As a foreign language in China, English becomes more and more popular. In these decades, generally, most schools still adopt the following two approaches, which have a common disadvantagelacking of oral interaction.2.2 The necessity and merit of taking interaction-teaching modeOn account of the spoon-feed English teaching in China, the teacher is the lord in classroom. The teachers explanation takes the most time of the classroom. So the teacher cannot afford the sufficient opportunities to practice for students. The students become the negative acceptors in the teaching process. Because of lacking of practice, their ability of using the language is so bad. Thus, they face kinds of difficulties in actual intercourse. College English Teaching Syllabus published by the Ministry of Education recently requires the students should have the ability of “communicating information in English” but not the traditional ability of “getting the information in English”. Communicating information is a kind of social intercourse本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。 activity. It involves both sides many factors of social intercourses. A key factor is language intercourse. This explains that the social intercourse ability should be enhanced. If wanting to train the students English exchange ability, we have to adopt efficient classroom teaching method and adopt teacher-student interaction in student-centered intercourse activities, and enhance college English classroom teaching.2.3 Oral English interaction-teaching mode should follow the principles In English classroom, teaching activities are interactive activities between the teacher and students. Both their tongue and actions affect the classroom atmosphere. So the two sides should follow the principles: (1) Guidance principle the teacher guidance principle means conducting the students to hold kinds of activities and creates more opportunities for students to apply the knowledge and skills. “As a language teacher, our main concern is not to inform our students about the language, but to develop their ability to use the language for a variety of communicative purposes.” The teacher is a conductor and monitor in a classroom. And he supervises students communication and gives help when needed. So the teacher should observe the students process and direction of study at any time so that they lead to a common teaching target.(2) Equality principle First, the teacher should place himself on the same position of the same language learning, participate in their activities and experience their feelings. If, in the teaching, the teacher would like to and can place himself in the role of the learner, they would deeper understand learners challenge and difficulties, and can strongly feel the students need so that teach them better. Second, the teacher should treat each student equally, but not pay more attention to or discriminate against one student. They should respect mutually, trust mutually, and cooperate mutually. It can help remove students stress and anxiety and encourage students to expand creative study spirit.(3) Encouragement principle Progress, succession, victory, and endorse are hoped by each student. Also, they are students motivation of learning. In the teaching process, the teacher should make full use of the encouragement principle, understand each student and observe him or her. A teacher should be good at listening to the students and should learn to how to appreciate them, which could set up the commentary consciousness that science and art are combined together, and then encourages them to participate in the classroom intercourse activity actively, especially those introverted students. For them, “the teacher must first discover and eliminate the mental obstacle in foreign language learning.” and improve their application ability of oral English. (4) Interest principle the contents of the “interaction” activity should contribute to inspire the students interest. “Whether the students are more active or not is the one of key factors of determining the teaching effect.” The tedious teaching is the performance that takes no responsibility to the student. English differs from other foundation academics. English is not only a knowledge lesson, but also a practice lesson. If we cannot arouse the students interest, they will feel learning English is drudgery. In the teaching, thus, we should increase interest, fully consider students request of the interest of teaching content in the process本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。 of teaching designing, and stirs up maximally the students interest in the study.3. Personal interaction in the oral English teaching3.1 The relationship between the teacher and studentsIn order to make the classroom interaction more effective, the importance of the relationship between the teacher and the student cannot be overlooked. A good teacher ought to know his students well, for understanding of the students background provides an important basis for the teachers planning at each step of the teaching process. “Both the organization of the classroom and the process of acquisition are achieved through the teachers talk.” So the teacher should use the appropriate words. A sound relationship needs to be established on the basis of mutual respect between the teacher and students. Respect for people is considered as an essential part of education and the most important contributor to good rapport between the teacher and students. When the teacher comes to a class, he gets a first impression of it. If he is interested in the class, he will work hard to meet the students expectations. On the students part, as they see their teacher so enthusiastic about and interested in them, they will participate actively to cooperate with the teacher and help create a climate within the classroom. As a result, both the teacher and students will become equally responsible for themselves and the class. The more harmonious the relationship between the teacher and the student grows the more conspicuous the dynamic qualities of classroom learning become. Students, in such an atmosphere, become more independent in learning. They feel that they have the responsibility to behave well, to perform well, to learn and to respond more actively than before. Rather than passively sitting there and receiving facts and knowledge, they become active participants in the classroom activities. Rather than lecturer of information, the teacher is now a guide and helper. In a word, when there is a lively classroom climate, if the teacher is in good rapport with the students, they will feel more at ease in doing whatever in class. T he interaction between the teacher and students本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。 will be easily going on. But so far as this kind of relationship is concerned, the teacher should not get too close to the students or they will lose control over the class. A proper distance is always necessary. Make sure the students realize that in the class mutual respect is emphasized even though all are friends outside the class.3.2 Two types of personal interaction In a classroom, the teacher often ask students questions and the students answer them, or the students raise the questions and the teacher answers, or the teacher participates in the activities. These are interaction between the teacher and students. And another interaction is that among students. In this kind of interaction, always, the teacher is a monitor and the students are the main participants.(1).Teacher- student interaction Central to classroom learning is the interaction between the teacher and students. Teaching is always a shared-relationship job. It always involves persons. It never involves only one person or one thing. Just because of that, the teacher has to change his traditional role as a lecturer. “So we should show the same interest in all students, make all students participate, and especially, show great patience to the weakest among them.” The teacher will have to provide guidance and inspiration, decide what questions to ask and how to ask them, and create learning situations that stimulate students to listen, read, write, discuss, ask questions, perform tasks, solve problems or engage in other activities. The teacher-student interaction in classroom setting is bound up with the teachers teaching style.(2).Interaction among Students another important aspect of classroom interaction we are going to consider in this chapter is that the interaction happens among students. In the traditional oral class, the teacher was the center of class