L2 Pragmatics in Academic Discourse: A Case Study of Tutorials in Britain
L2 Pragmatics in Academic Discourse: A Case Study of Tutorials in Britain
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学术话语中的第二语用学：英国教程案例研究
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发表时间：
2003
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通讯作者：
Y. Fujii
中科院分区：
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作者：
Joan Turner;Masako K. Hiraga;Y. Fujii
本文试图对第二语言语用学中的两个问题做出贡献。首先，它提出了一个理论主张，体裁分析方法是一个可行的方法论框架，我们可以在特定的社会文化背景下研究语用现象。在本文中，我们特别关注高等教育中的师生互动。第二个贡献是详细分析了在英国留学的日本学生所面临的语用理解困难。困难的具体例子已被选定的频率，重要性和概括性的基础上，并根据社会语用结构的两个领域进行分析：导师-学生互动，它定义的性质和角色的参与者在教程中，和价值观的成就，分析和查询，构成社会语用背景，并在教程中的反复交流所牵连。作者希望通过体裁分析方法对语料进行语用比较，为二语语用学的理论研究做出贡献，并为教学提供有用的资源。1.语用困难本文探讨了在英国留学的日本学生所面临的语用理解困难。在说明语用困难的领域时，本研究借鉴了一个特定的理论视角，将言语行为的表现和吸收与它们在特定体裁中的位置联系起来，即，日本学生和英国导师之间的辅导会议。本文认为，困难主要来自于该体裁的两个社会语用结构领域：师生互动和隐性价值系统的运作
This paper attempts to contribute to two issues in Second Language Pragmatics (L2 Pragmatics hereafter). First, it presents a theoretical claim that a genre analytical approach is a viable methodological framework in which we can examine pragmatic phenomena in a particular socio-cultural context. In this paper, we specifically focus on tutor-student interaction in higher education. The second contribution is a detailed analysis of difficulties of pragmatic understanding faced by Japanese students studying in Great Britain. The specific examples of difficulties have been selected on the basis of frequency, importance, and generalisability, and analysed according to two areas of sociopragmatic structuring: tutor-student interaction, which defines the nature and the role of the participants in tutorials, and values of achievement, analysis, and inquiry, which constitute the sociopragmatic background and which are implicated in recurring exchanges in the tutorials. It is hoped that this type of pragmatic comparison obtained by a genre-analytical approach to data will make a valid contribution to a theoretical understanding of L2 pragmatics and provide a useful resource in the pedagogical context. 1. Pragmatic Difficulties This paper looks at the difficulties of pragmatic understanding faced by Japanese students studying in Great Britain. In illustrating areas of pragmatic difficulty, this study draws on a specific theoretical perspective, relating the performance and uptake of speech acts to their location within a particular genre, i.e., tutorial sessions between Japanese students and British tutors. It is argued that the difficulties stem mainly from two areas of sociopragmatic structuring of the genre: tutor-student interaction and the implicit value system operating