英语维吾尔语禁忌语对比研究-努尔孜亚·阿合买提.docx

《英语维吾尔语禁忌语对比研究-努尔孜亚·阿合买提.docx》由会员分享，可在线阅读，更多相关《英语维吾尔语禁忌语对比研究-努尔孜亚·阿合买提.docx（58页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、专业学位硕士研究生学位论文 新疆大学 论文题目（中文 )： 英语维吾尔语禁忌语对比研究 论文题目（外文 ）： A Comparative Study of Linguistic Taboos 研究生姓名： between English and Uyghur language 努尔孜亚 阿合买提 学科、专业： 外国语言文学 研究方向： 英语语言文学 导师姓名职称： 古丽巴哈尔 买托乎提副教授 论文答辩日期 2016 年 5 月 29 日 学位授予日期 年月日 万方数据 新疆大学硕士研究生学位论文 摘要 禁忌语作为语言的一个组成部分，在跨文化交际中处于非常重要的地位。为 了增加不同文化背景下人们

2、之间的相互理解，避免产生不愉快和误解，掌握禁忌 语是十分有必要的。 首先，本文根据前人对禁忌语的分类，对英语和维吾尔语在死亡、残疾和人 体缺陷、性和月经、怀孕和出生、人体排泄、疾病、神灵名讳、称谓、数字、隐 私和詈骂语方面的禁忌语进行比较，得出在死亡、残疾和人体缺陷、性和月经、 怀孕和出生、人体排泄和疾病方面，英语和维吾尔多数是相同的；但是在神灵名 讳、称谓、数字、隐私和詈骂语方面存在着不同。其次，运用认知观在信仰和价 值方面的不同和吉尔特 霍夫斯塔德 （ GeertHofstede)在价值维度研究中对个 人主义和集体主义的研究原理揭示了造成英语和维吾尔语禁忌语不同的原因。 本文的研究成果可以

3、运用到外语教学当中，为英语和维吾尔语教学者和学习 者提供参考，并且希望本文的研究结果能为英语和维吾尔使用者和学习者在跨文 化交际中做出一些贡献。 关键字： 英语；维吾尔语；禁忌语；对比研究 I 万方数据 新疆大学硕士研究生学位论文 Abstract Linguistic taboo as a part of language plays a very important role in cross-cultural communication. In order to increase the mutual understanding between peoples from differen

4、t cultural backgrounds and to avoid unpleasant misunderstandings, it is necessary to understand linguistic taboos. Based on the classification of previous studies, a comparison of similarities and differences between English and Uyghur linguistic taboos is done. Specific references to death, disabil

5、ities and the defects of human body, sex and menstruation, pregnancy and birth, excretion, diseases, name of the deity, appellation, numbers, privacy and curse words are studied. It is found that the most common similarities in linguistic taboos relate to death, disabilities and the defects of human

6、 body, sex and menstruation, pregnancy and birth, excretion, and diseases. Differences are found in the name of the deity, appellation, numbers, privacy and curse words. Perceptional differences in beliefs and values are used and individualism and collectivism are applied based on the principles hig

7、hlighted by Geert Hofstedes value dimensions, reasons of their differences are explored. The results of this study can be applied to foreign language teaching and learning, providing references for English and Uyghur language teachers and learners. The findings documented in this dissertation are ho

8、ped to make a contribution to improve cross-cultural communication for English and Uyghur speakers and learners. Key words: English; Uyghur; Linguistic taboos; Comparative study II 万方数据 新疆大学硕士研究生学位论文 Content 摘要 . I Abstract . II Chapter One Introduction . 1 1. IBackground Information . 1 1.2 The Sig

9、nificance of the Study . 2 1.3 Research Methodology . 3 1.3.1Research Questions . 3 1.3.2 Research Method . 3 1.3.3 Data Collection . 4 1.3.4 Data Analysis . 5 1.4 The Structure of the Thesis . 5 Chapter Two Literature Review . 7 2.1 Taboo . 7 2.2 Linguistic Taboo . 7 2.3 Basic Characteristics ofLin

10、guistic Taboos . 8 2.4 International Studies on English Linguistic Taboos . 11 2.5 Domestic Studies on Chinese and Uyghur Linguistic Taboos . 13 Chapter Three Theoretical Framework . 17 3.1 Language and Culture . 17 3.2 Perception and Culture . 18 3.3 Hofstede5s Value Dimensions . 20 Chapter Four Th

11、e Similarities between Englishand Uyghur Linguistic Taboos .23 4.1 Death . 23 4.2 Disabilities and the Defects of HumanBody . 24 4.3 Sex and Menstruation . 25 4.4 Pregnancy and Birth . 26 4.5 Excretion . 26 4.6 Diseases . 27 ill 万方数据 新疆大学硕士研究生学位论文 Chapter Five The Differences between English and Uyg

12、hur Linguistic Taboos . 29 5.1 Name of the Deity .29 5.2Appellation .30 5.3 Numbers .31 5.4 Privacy .33 5.5 Curse Words .34 Chapter Six The Rationale for the Differences between English and Uyghur Linguistic Taboos .36 6.1 Cultural Differences in Perception .36 6.1.1 Belief Differences .36 6.1.2 Val

13、ues Differences .38 6.2 Differences in Individualism and Collectivism .39 Chapter Seven Conclusion .42 7.1 Major Findings .42 7.2 Implications .43 7.2.1 Implications for Language Teaching and Learning . 43 7.2.2 Implications for Intercultural Communication .43 7.3 Limitations and Suggestions . 44 Bi

14、bliography .45 Appendix . 50 在读期间发表论文清单 .51 Acknowledgments .52 学术论文独创性声明 .53 学位论文知识产权权属声明 .53 IV 万方数据 新疆大学硕士研究生学位论文 Chapter One Introduction 1.1 Background Information According to New Zealand linguist Edward Shortland， “the word topu ， commonly written taboo， originated in Polynesia and “was made

15、familiar by Captain James Cook in the narrative of his third and last voyage around the world.” Shortland goes on to postulate that the term probably meant “to be marked thoroughly， ” ， based on the meaning of the word “ta， to mark， ” coupled with the adverbial intensifier “pu.” In addition， he says

16、 that it “only came to signify sacred or prohibited in a secondary sense; because sacred things and places were commonly marked in a peculiar manner， in order that everyone might know that they were sacred， and that should anything come into contact with a tabooed item， that contaminated item would

17、then share the taboo” (Shortland， 2012). According to Concise Encyclopedia o;f Sociolinguistics (2001)， a taboo is a strong prohibition (or ban) relating to any area of human activity or social custom declared as sacred and forbidden; breaking taboos is usually considered objectionable or abhorrent

18、by society. Taboos include dietary restrictions， clothing restrictions， restrictions on sexual activities and restrictions on the use of offensive language. Taboo consists of behavioral taboo and linguistic taboo. This dissertation is about linguistic taboos. If a society regards something or certai

19、n acts as taboo， usually the names of these things and acts are not supposed to be mentioned or talked about or referred to. In certain circumstances， languaging societal and behavioral taboos can be articulated. For example， these may only be articulated by certain people， or through deliberate cir

20、cumlocutions. In this sense， linguistic taboo can be known as any word and expression that should not be said in daily communication or should only be said in certain circumstances. 1 万方数据 新疆大学硕士研究生学位论文 Euphemism is the language that is created to replace linguistic taboos. This is the linguistic fu

21、nction of euphemisms: the substitution of taboos. Euphemisms are the explicit form, whereas linguistic taboos are implicit and substantial. Euphemism is defined in English dictionary as a rhetorical device: “the substitution of a mild or pleasant expression for one offensive, unpleasant or frighteni

22、ng”（ Merriam-Websters Dictionary and Thesaurus, 2014). In communication people come together, but cultural differences can keep them apart. Domestic research on Uyghur linguistic taboos is insufficient; in particular, few comparative studies of linguistic taboos between English and Uyghur language h

23、ave been conducted in China and internationally. Through the study of linguistic taboo in English and Uyghur, this dissertation attempts to highlight the differences as well as similarities of social behaviors in both cultures, so that language speakers and learners can develop successful communicat

24、ion. 1.2 The Significance of the Study Many aspects of the relationship between language and culture have been studied over many years. Linguistic taboo, as an important part of language, has also been studied with significant results. However, the comparative study of linguistic taboos in English a

25、nd Uyghur are rare. This comparative study of English and Uyghur linguistic taboos is thought to be of significance in three main ways. Firstly, with the fast advancement of information, transportation, migration and globalization, the need for communication between people from different cultures ha

26、s become more and more common. Intercultural communication can lead to success, wealth, peace and opportunity. Failures in intercultural communication can bring out unhappiness, embarrassment, misunderstandings or even disputes. Therefore, understanding the cultural causes of these differences can h

27、elp us communicate with people from other cultures more appropriately and effectively. Secondly, domestic research about Uyghur linguistic taboos is insufficient; in 2 万方数据 新疆大学硕士研究生学位论文 particular, very few comparative studies of linguistic taboos between English and Uyghur language have been condu

28、cted in China. This paper will provide a comprehensive discussion and comparison of linguistic taboos in English and Uyghur. It hopes to contribute to domestic Uyghur language research, and to provide a basis for further research on Uyghur linguistic taboos. Thirdly, the findings of this research ca

29、n be applied to the foreign language teaching and learning. It can be of great help for teachers and students of English and Uyghur to increase their understandings and enlarge their knowledge of English and Uyghur linguistic taboos. Therefore, this comparative study of English and Uyghur linguistic

30、 taboos from a cultural perspective is both necessary and useful, because understanding the cultural factors that contribute to different linguistic taboos will help us cultivate our cross-cultural awareness, and improve communication between English and Uyghur speakers. 1.3 Research Methodology 1.3

31、.1 Research Questions (1) What are the similarities and differences in linguistic taboos between English and Uyghur language? (2) What are the underlying cultural reasons for the differences between English and Uyghur linguistic taboos? 1.3.2 Research Method As far as research method is concerned, t

32、he research is mainly qualitative. The qualitative methodology used in the analysis of similarities and differences between English and Uyghur linguistic taboos is based on a review of 21 papers and 30 texts from 1940 dates to 2014. Of the total texts reviewed and used for the analysis, 16 offered d

33、efinitions of taboos and linguistic taboos, 6 offered Uyghur linguistic taboos, 3 万方数据 新疆大学硕士研究生学位论文 15 offered analysis of English and Chinese linguistic taboos and classifications based on societal, religious and cultural aspects. More specifically, the following methods are used: Firstly, accordi

34、ng to the review of previous studies on classification of linguistic taboo in both English and Uyghur language, linguistic taboos can be classified according to the following criteria: acting and non-acting. Acting taboos mean that those actions such as: listening, watching, speaking, doing, touchin

35、g and eating are prerequisites for certain punishments or unpleasant consequences. While, non-acting taboos refer to those actions that are not prerequisites for certain punishments or consequences, certain taboo itself may provoke unfavorable psychological feeling. Based on these criteria, the clas

36、sifications of linguistic taboos are made by the following researchers: Zhao Qing (2012): religion and God, death and disease, vulgarities, privacy, naming and addressing and numbers. Keith Allan Philip Thody (1997); Allan, Burridge (2006); Zhang Shenglong (2007) and Zhao Qing (2012). For the Uyghur language, linguistic taboos were collected from st