违反合作原则所生成的会话含义研究_刘洋.docx

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1、 Masters Degree Thesis On Conversational Implicature from An Analysts of Violation of Cooperative Principle Major: Foreign Linguistics and Applied Linguistics Supervisor: Professor Fu Wenping Author: Liu Yang School of Foreign Language Education Jilin University April 2008 吉林大学硕士学位论文原创性声明 本人郑重声明：所呈交

2、的硕士学位论文，是本人在指导教 师的指导下，独立进行研究工作所取得的成果。除文中已经注 明引用的内容外，本论文不包含任何其他个人或集体已经发表 或撰写过的作品成果。对本文的研究做出重要贡献的个人和集 体，均已在文中以明确方式标明。本人完全意识到本声明的法 律结果由本人承担。 学位论文作者签名：少 I 日 期 ： 年4 月 2日 作者姓名 刘洋 论文分类号 H0 研究生学号 2006812021 学位类别 文学硕士 授予学位单位 吉林大学 专业名称 外国语言学 及应用语言学 培养单位 (院、所、中心 ） 公共外语教育学院 研究方向 语用学 及应用语言学 学习时间 2006 年 9 月 至2008

3、 年 7 月 论文中文题目 违反合作原则所生成的会话含义研究 论文英文 题目 On Conversational Implicature from An Analysis of Violation of Cooperative Principle 关键词 (3-8 个） 会话含义，违反，合作原则，听力理解，听力教学， 导师情况 姓名 付文平 职称 教授 学历 学位 文学 硕士 工作 单位 吉林大学 公共外语教育学院 论文提交日期 2008 年 4 月 24日 答辩日期 2 0 0 8 年月 日 是否基金资助 项目 否 基金类别及编号 如已经出版，请填写以下内容 出版地 (城市 名、省名 ） 出

4、版者（机构 ） 名称 出版曰期 出版者地址 (包括邮编） Synopsis From violation of Cooperative Principle perspective, this thesis illustrates the theory of Conversational Implicature put forward by the American philosopher, H. P. Grice, and discusses some of its promotional effect or inspirations brought about on English list

5、ening teaching as well. Since it was proposed by Grice, the CP has attracted a number of linguists to gather around. Scholars study the conversational implicatures, especially by violating the Maxims of the CP. In recent years, most of them stop proceeding at the level of theoretical study. Grices t

6、heory of conversational implicature is studied in this thesis in terms of its manifestation and application in College English Listening Comprehension and English teaching. The analysis shows that most non-English major college students encounter the non-linguistic barriers in their comprehension. B

7、ecause they lack the linguistic knowledge or the pragmatic principle, they focus on the literal meaning and miss the true intention of the communicators, cannot grasp the conversational implicature which lead to failure in listening comprehension. Author suggests that it is necessary to introduce th

8、e linguistic knowledge into the College English Listening Comprehension classroom in order to improve students English listening proficiency and their communicative competence. Key Words: conversational implicature, violation, the Cooperative Principle, listening comprehension, listening teaching Co

9、ntents Introduction l Chapter One Conversational Implicature and Cooperatiye Principle* 4 1.1 Gricean Conversational Implicature . 4 1.1.1 Natural Meaning and Non-natural Meaning . . 4 1.1.2 Definition of Conversational Implicature . 7 1.1.3 Classification of the Conversational Implicature . 10 1.1.

10、4 The Characteristics of Conversational Implicature . 12 1.1.5 The Importance of the Conversational Implicature . 14 1.2 Gricean Cooperative Principle . 15 1.2.1 The Theoretical Bases of Cooperative Principle . 15 1.2.2 The Notion of Cooperative Principle . 16 1.2.3 The Influence of Cooperative Prin

11、ciple . 17 1.2.4 The Evaluation of Cooperative Principle . . 18 Chapter Two The Relationship between Cooperative Principle and Conversational Implicature.”.一 .一 .-.”.”.-* -21 2.1 Ways of Generation of Conversational Implicature . 21 2.1.1 Cl Generated by Violating the Maxim of Quantity . 24 2.1.2 Cl

12、 Generated by Violating the Maxim of Quality . 26 2.1.3 Cl Generated by Violating the Maxim of Relevance . 27 2.1.4 Cl Generated by Violating the Maxim of Manner . 27 2.2 Reasons of Generation of Conversational Implicature . 30 2.2.1 Incapable of Cooperation . 30 2.2.2 Unwilling to Cooperation . 30

13、2.2.3 Unable to Cooperation . 31 2.2.4 Unbending to Cooperation . 32 2.2.5 Failure to Cooperation . 33 2.3 Nature of Molation of Cooperative Principle . 35 Chapter Three Research Design on the Cl Analysis from Violation of CP - 37 3.1 Objectives . 37 3.2 Subjects . 38 3.3 Method . 39 3.4 Instruments

14、 . 39 3.5 Data Collection . 39 3.6 Data Analysis . 40 Chapter Four Result and Discussion 42 4.1 Cl Generated by Violating the Maxim of Quantity . 42 4.1.1 More Information . 42 4.1.2 Less Information . 43 4.2 Cl Generated by Violating the Maxim of Quality . 44 4.3 Cl Generated by Violating the Maxim

15、 of Relevance . 48 4.3.1 Partial Irrelevance . 48 4.3.2 Complete Irrelevance . * . 50 4.4 Cl Generated by Violating the Maxim of Manner . 50 4.4.1 Obscurity . 50 4.4.2 Ambiguity . 51 4.4.3 Prolixity. 52 4.4.4 Disorder. 52 4.5 Summary 53 Chapter Five Findings and Pedagogical Implications 55 5.1 Major

16、 Findings . 55 5.2 Pedagogical Implications of Conversational Implicature . 56 5.2.1 Encouraging Learners to Think Conversational Implicature in Listening Comprehension . 57 5.2.2 Enforcing Teachers1 and Students5 Understanding of Conversational Implicature . 58 5.2.3 Providing Necessary Conversatio

17、nal Implicature Interpretation for Students. 59 5.2.4 Improving Learaers, Conversational Implicature Awareness and the Ability of English Listening Comprehension . 61 Conclusion 62 Bibliography * * * * * * * * * * *63 Abstract(Chinese)* ,* * * *,* * * * * * * *I Abstract(English) m Acknowledgements

18、VI 导师及作者简介 - vn Introduction Pragmatics did not appear as an independent branch of linguistics until 1960s and 1970s. As a branch of pragmatics, the theory of conversational implicature experienced a long history, it is not until 1967 that the theory was formally brought up by P. H. Grice. From then

19、 on, the theory of conversational implicature has been growing quickly with the spreading of pragmatics. Grice argues that certain aspects of conversational behavior cannot be accounted for unless we assume that people are cooperative. He believes that verbal communication is a process of cooperativ

20、e efforts, in which, as a possible guarantee of the success, participants are expected to obey certain standards which he calls the Cooperative Principle. But in reality, people always do not cooperate in communications owing to different reasons, such as lacking of the background knowledge, weak co

21、mmunicative competence, contextual pressure, saving ones face, and so on. When they violate the maxim of quantity, quality, relevance or manner of the CP, the conversational implicatures occur. Communicators use the non-cooperative way to convey more information than literal meaning, and make human7

22、s language more colorful. Gricean Conversational Implicature Theory attracts both domestic and foreign linguists. They focus on researching this theory, make great contributions to interpret, improve and complement it, which create the Neo-Gricean Conversational Implicature Theory. It includes Horns

23、 QR Principle, Levinson5s QIM Principle, Lakoffs Model of Politeness and Leechs Politeness Principle. There are also some important theories related to Cl in China, such as the Pragmatic Inference System by Xu Shenghuan, the Implicature Inference Principle by Zhou Liquan, the Appropriateness Princip

24、le by Suo Zhenyu and the Goal-intention Principle by Qian Guanlian. Compared with other theories, Grices theory of conversational implicature is more inviting for its close relationship with practice. The latest researches begin to apply the theories to the teaching of listening comprehension and tr

25、y to work out the pedagogical implications that are applicable in China. However the present situation regarding the teaching of listening in most colleges in China is not encouraging. Students are faced with a lot of difficulties in their listening comprehension because of the traditional listening

26、 teachingstudy the new words, listen to the tape, do the exercises and then correct the answers. One of their main weak points is the interpretation of conversational implicatures. Non-English majors are really short of the knowledge of linguistic theories, (such as Cooperative Principle and Convers

27、ational Implicature) which enable one to explain how native speakers work out the implied meanings of their interlocutors. Therefore, the conversational implicature can and should be taught in the classroom to help students build up coherence between the seemingly disconnected speeches and get the r

28、ich contents that embodies. This will help move away one of the obstacles in listening comprehension and help the students improve their performanceinlisteningcomprdiension. The general organization of the thesis is as follows. Chapter One first gives a brief introduction of the conversational impli

29、cature theory and the Cooperative Principle. It will start with the concept of conversational implicature by introducing its definition, classification, characteristics and importance. Then the theoretical bases, the notion, the influence and the evaluation of the Cooperative Principle will be discu

30、ssed. Chapter Two explains the relationship between Grices Conversational Implicature Theory and the Cooperative Principle, and focus on the conversational implicature generated by violating the four maxims of CP, illustrates their applications in daily life, and last describes the reason and the na

31、ture of peoples non-cooperation. Chapter Three describes the research design on the Q analysis from violations of CP including objectives, subjects, method, data collection and data analysis. Chapter Four provides the practical discussion, highlights the use of conversational implicatures in College

32、 English Listening Books, and then clarifies the necessity of introducing the linguistic knowledge into listening classroom for non-English majors. Chapter Five is the major findings and Pedagogical Implications. And at last, the author hopes that more and more listening teachers to take part in the

33、 practice that applying linguistic knowledge and theoretical guidelines to the teaching practice of listening comprehension which can help learners to improve their communicative competence and language proficiency. Chapter One Conversational Implicature and Cooperative Principle Cooperative Princip

34、le (CP) is one of the core ideas in Pragmatics which is significant in guiding verbal communication in the living world. This theory is concerned by linguists home and abroad, such as foreign linguists Horn, Levinson, Leech, Sperber, Wilson and domestic Xu Shenghuan, Qian Guanlian, Zhou Liquan, and

35、so on. They research, evaluate, complement and improve the Cooperative Principle, which help develop the Gricean Conversational Implicature Theory. Starting off the view of Cooperative Principle, Grice and others pay more attention to conversational implicature including its notion, classification,

36、characteristics, importance and its interpreting. 1.1 Gricean Conversational Implicature Conversational Implicature will be discussed throughout this thesis. It is necessary to understand its origin, concept, category, and other important things about it. 1.1.1 Natural Meaning and Non-natural Meanin

37、g The basic theory of meaning is the key point to understand Gricean Conversational Implicature well. Like Austin, H. P. Grice, the Araerican philosopher, is a philosopher in 4 ordinary language philosophy which is a branch of the most important philosophic school, analytic philosophy in twentieth c

38、entury. In their opinion, the task of philosophic research is to clarify the meaning of philosophic notion. It is inevitable to study ordinary language for exploring the meaning of language. Gricean Conversational Implicature Theory just started from the meaning study. He classifies the meaning and

39、then made an intensive study of them. In 1957, Grice distinguished between what he called natural meaning and non-natural meaning in his article Meaning, Through this way, Grice establishes his meaning theory in connecting the interpretation of language meaning with language users1 intention, faith

40、and aim. The so-called natural meaning is the kind of meaning literally conveyed through conventional words while non-natural meaning is the meaning over and above what is literally meant with conventional words, of which Grice showed concern with the latter and formed the theory of conversational implicature in 1967 on the basis of it. In other words, natural meaning (meaning-n) is semantic meaning; it reflects the inner characteristics of objects. For examples, Grice gives three typical sentences: (Grice, 2003:213) 1 Those spots mean (meant)