Address strategies in a British academic setting
Address strategies in a British academic setting
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英国学术环境中的解决策略
DOI：
10.1075/prag.19.2.02for
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发表时间：
2009
期刊：
影响因子：
1.1
通讯作者：
Maicol Formentelli
中科院分区：
文献类型：
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作者：
Maicol Formentelli
英语称谓系统是欧洲语言中的一个例外，因为它在正式称谓代词和非正式称谓代词之间没有语法区别。相反，说英语的人会利用词汇策略（即名义呼格）。本研究旨在参考英国雷丁大学，揭示学生和教职人员在学术互动中使用的称呼策略。半结构化访谈和视频记录的数据勾勒出双方之间不明显的不对称模式，学生主要对讲师使用正式的称呼（头衔+姓氏、敬语），而讲师则经常使用名字和其他非正式表达方式。相比之下，相互的非正式呼唤作为一种明显的做法出现，但在时间上却受到抵制或延迟。这种形式的不对称分布对经典模型和先前的地址研究提出了质疑，并要求需要新的组成部分来理解这种现象。
The English system of address constitutes an exception among the European languages, in that it does not have a grammatical distinction between a formal pronoun of address and an informal one. Rather, English speakers exploit lexical strategies (i.e. nominal vocatives). This study aims to shed light on the address strategies used by students and members of the teaching staff in academic interactions, with reference to the University of Reading (UK). Data from semi-structured interviews and video-recordings outline an unmarked pattern of asymmetry between the parties, in which students mainly employ formal vocatives towards lecturers (title+surname, honorifics), while lecturers frequently use first names and other informal expressions. Reciprocal informal vocatives, by contrast, emerges as a marked practice, which is resisted or delayed in time. This asymmetrical distribution of forms questions classical models and previous research on address and calls for the necessity of new components for the understanding of the phenomenon.