摘要
学龄前儿童言语的社会互动性较弱,具有以自我为中心的特点,但这并不意味着儿童言语行为不具有语力。相反,在对话互动过程中,儿童能够通过话语向听话人(家长、老师、同伴等)施加力的作用,促使听话人的状态发生变化。本文基于Leonard Talmy (2000)的力动态理论,对一名4岁5月龄的汉语儿童的言语行为语力进行个案研究,以阐释对话中话论转换时儿童言语行为的语力动态变化过程。本研究发现,儿童的言语行为主要包括阻止式、否认式、称赞式、指令式、协商式和陈述式,并有相应的语力标记。本文通过语力–动态模型分析儿童言语行为的语力,较为直观地展现了儿童言语行为在交际中的作用过程,有助于增进我们对儿童语言能力发展和语言习得过程的认识,从而为认知语用学研究提供一定的研究启示。
Preschoolers’ speech is less socially interactive and self-centered, but this does not mean that children’s speech acts do not have illocutionary force. On the contrary, children can exert force on the hearer (parents, teachers, peers, etc.) through utterances in a dialogue, so as to change the hearer’s state. Based on Leonard Talmy’s (2000) force-dynamic model, this paper conducts a case study of a 4-year-old Mandarin-speaking child’s speech acts in order to explain the dynamic change process of children’s illocutionary force during turn-taking in conversations. The present study finds that children’s speech acts mainly include preventing, negating, praising, commanding, negotiating, and stating, which have corresponding illocutionary force indicators. This paper analyzes the illocutionary force of children’s speech acts through the illocutionary force-dynamic model, which intuitively demonstrates the function process of children’s speech acts in communication, and helps to enhance our understanding of the development of children’s language ability and the process of language acquisition, thus providing some research insights into cognitive pragmatics.
出处
《现代语言学》
2023年第4期1592-1602,共11页
Modern Linguistics
