Developing understanding of how the desu/masu and plain forms express one's stance
Developing understanding of how the desu/masu and plain forms express one's stance
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加深对 desu/masu 和简单形式如何表达立场的理解
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发表时间：
2007
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通讯作者：
K. Ishida
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作者：
K. Ishida
培养有效的外语互动技能需要培养通过选择目的语（TL）语言资源来表达自己立场的能力，而这种选择的结果是学习者本人和TL社区成员都能接受和相互认可的，这一点至关重要（Yoshimi, 2004）。根据Ochs（1996）的说法，“立场”是“一种社会认可的观点或态度”（第288页），包括认知态度，例如，一个人对某些命题的不确定性程度（Chafe & Nichols, 1986）和情感态度，例如，一个人的情绪、感觉或性格（Ochs, 1996）。在社会地位、社会角色、人际关系等一系列社会人格维度的社会建构中，展示姿态是一个至关重要的资源。然而，正如Ochs（1996）在她的《地方文化原则》中所讨论的那样，立场的表现方式因社区而异。也就是说，语言用来索引立场的方式与当地文化对要显示的立场的期望和偏好密切相关。因此，对一个特定社区的陌生人或进入一个新社区的外语学习者需要了解当地的文化期望和偏好，以及与特定立场相关的社会人物类型，以便准确地向该社区的其他成员传达他或她的观点或态度。例如，在美国，在研究生院可以直呼教授的名字来表达不太正式的立场，而在日本，则应该直呼教授的姓，并加上“老师”的头衔，否则学生会被认为没有给予应有的尊重而显得粗鲁。因此，当一个学习日语的美国人进入日本研究生院社区时，他或她需要意识到这种期望，并发现可以用日语向教授表达不那么正式的立场的其他方式。
Developing effective interactional skills in a foreign language (FL) entails developing the ability to express one's stance by selecting linguistic resources in the target language (TL), and it is crucial that the outcome of this selection is socially acceptable and mutually identifiable to both the learner him/herself and the members of the TL community (Yoshimi, 2004). According to Ochs (1996), "stance" is "a socially recognized point of view or attitude" (p. 288) and includes epistemic attitudes, e.g., one's degree of un/certainty about some proposition (Chafe & Nichols, 1986), and affective attitudes, e.g., one's mood, feeling or disposition (Ochs, 1996). Displaying stance is a crucial resource in the social construction of a range of dimensions of one's social personae, including social status, social role, and interpersonal relationship. However, as Ochs (1996) discusses in her Local Culture Principle, the ways in which stance is displayed varies from community to community. That is, the ways in which language is used to index stance are closely tied to the local cultural expectations and preferences concerning the stance to be displayed. Thus, a stranger to a particular community or a FL learner entering a new community would need to be aware of such local cultural expectations and preferences and the kinds of social personae associated with particular stances in order to accurately convey his or her point of view or attitude to other members of that community. For instance, while expressing a less formal stance by calling a professor by his or her first name in a graduate school setting may be allowed in the U.S., it is expected that a professor in a Japanese setting is to be called by his or her last name with the title sensei attached, otherwise the student would be viewed as rude by not paying the expected respect. Thus, when an American learner of Japanese enters a Japanese graduate school community, he or she needs to be aware of such expectations and discover other ways in which a less formal stance could be expressed to a professor in Japanese.
铃木浩：《香穗剧场的故事》人类学。
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发表时间：
2017
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作者：
Akiko Yamazaki;Hyun Jung Kwon;Keiko Ikeda;Cook Haruko Minegishi ,Matthew Burdeslki
通讯作者：
Cook Haruko Minegishi ,Matthew Burdeslki