indirect speech act课件
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Indirect Speech Acts
8.4.3 indirect acts and politeness Most commentators on indirect speech acts have remarked on the role of politeness. Searle writes: 8.29 in the field of indirect illocutionary acts, the acts of directives is the most useful to study because ordinary conversational requirements of politeness normally make it awkward to issue flat imperative statements ( e.g., Leave the room) or explicit performatives ( I order you to leave the room ), and we therefore seek to find indirect means to our illocutionary ends (e.g., I wonder if you would mind leaving the room ). In directives, politeness is the chief motivation for indirectness.
8.27 Conversational postulate (Gordon and Lakoff ) ASK ( a, b, CAN ( b, Q )) REQUEST ( A,B Q)
This formalism is to be interpreted as “ When a speaker a asks whether b can do Q, this implies a request for b to do Q”. Thus these postulates can be seen as a reflection of the conventionality of some indirect acts.
高中英语《Direct Speech and Indirect Speech》优质教学课件
up early”
early.
语的人 称保持
一致
a
三 不
引号内的第三 人 称在变间接
She said to m eSh, e told me th “They want t othey wanted to help him” help him.
③转述动词的变 化
e.g. Mother said to me , “ I don’t know.”
He told me that he would let me know as soon as he got the tickets. ③ John said, “I like reading adventure stories.”
John said that he liked reading adventure stories.
引号内的第一 人 称变间接引 语后 与主句主 语的人 称保持
She said,“ I li kSehesaid that s
tennis.”
liked tennis.
一致
t
二 随 宾
引号内的第二 人 称变间接引 语后 与主句宾
He said to Lil yH,e told Lily thau
“you must getshe must get
2. Find the following command and request. Let’s see how to retell them in indirect speech.
“Look at this example,” the teacher said to us. The teacher told us to look at that example.
indirect speech act
Violation of maxim of quality
A: Would you like to join us for the picnic on Sunday? B: I’m afraid I have got a class on Sunday.
Violation of maxim of relation
Conversational implicature
When one maxim is violated or ‘flouted’, conversation implicature is generated.
Violation of maxim of quantity
A: where is Susan’s farewell party? B: sometime next month.
Make your conversational contribution such as required at the stage at which it occurs by the accepted purpose or direction of the talk exchange in which you are engage.
合作原则
总原则: 按具体情况、目的和方向进行交际 四准则: 质准则=要说真话 特别 (1) 不要说知道是假的话 (说谎) (2) 不要讲无依据的话 (杜撰) 量准则= (1) 把话说足 (2) 不要多说 关系准则= 说相关的话 方式准则= (1)说话简洁 (2)避免晦涩 (3)避免歧义 (4)有条不紊
Can you lend you me your lecture notes? The kitchen is in an awful mess.
DirectSpeechIndirectSpeech.ppt
②但直接引语中第三人称不变。 Eg: ◆“When will he come?” she asked . “他什么时候来？”她 问。 ◆She asked when he would come . 她问他什么时候来。
(2)、间接引语中动词时态的变化。
1.如果主句的谓语动词是现在时，从句的时态则 无需变化！
He said to her that he would help her with her English.
Oral Practice
Now ask your classmates what you are like in their eyes. Then fill in the chart below. At last tell others what they said.
Jim said that he would do it. 7.Mary said, “ I was eating.”
不变
Mary said she was eating.
8. Lily said, “ I h Nhomakorabead had my supper then.”
Lily said that she had had her supper then.
Eg:
1.He said, “I’m afraid I can’t finish the work.”
一般现在时
一般过去时
He said that he was afraid he couldn’t finish the work.
2.She said, “I ‘ll do it after class.”
二、直接引语变间接引语的注意事项
1.陈述句. (1).人称的变化 回顾一下:人称代词和物主代词有哪些？？?
(2)、间接引语中动词时态的变化。
1.如果主句的谓语动词是现在时，从句的时态则 无需变化！
He said to her that he would help her with her English.
Oral Practice
Now ask your classmates what you are like in their eyes. Then fill in the chart below. At last tell others what they said.
Jim said that he would do it. 7.Mary said, “ I was eating.”
不变
Mary said she was eating.
8. Lily said, “ I h Nhomakorabead had my supper then.”
Lily said that she had had her supper then.
Eg:
1.He said, “I’m afraid I can’t finish the work.”
一般现在时
一般过去时
He said that he was afraid he couldn’t finish the work.
2.She said, “I ‘ll do it after class.”
二、直接引语变间接引语的注意事项
1.陈述句. (1).人称的变化 回顾一下:人称代词和物主代词有哪些？？?
Searle’s Indirect Speech Act Theory
Constitutive rules: X counts as Y You shoot the football into other team’s door and your team get one point.
Scissor defeats c来自othe.+ According to Searle’s view:
+ 话语意义(utterance meaning)和语句意义
(sentence meaning) + 施为句种类：显性施为句，隐性施为句， 内嵌性施为句，间接施为句 + 使用间接的方式表达言语行为的话语就是 间接施为句
+ I request that you speak a little louder
显性施为句 Can you speak a little louder? 间接施为句 + A: How do you like my painting? B: I don’t have an eye for beauty, I’m afraid. 该句中B没有直接评价，而是违背了合作原则 选择了间接施为句。会话含义也是一种间 接表达言语行为的手段。这个间接施为句 是通过隐性施为句的形式表现的。
describe the conditions. + 赛尔用“允诺”这一言语行为为例，说明 完成这样的行为所需要具备的条件。 + Speaker，输出话语Utterance，听者Hearer。 S真诚且完整地地对H作出允诺。
+ 当且仅当： + 条件一：具备正常的语言输入与输出条件
输出条件：让人听懂的说话条件； 输入条件：话语理解的条件；
+ 实施言语行为的四大规则
A 命题内容规则：命题只能出现在话语（或 比话语更大的语境）中，他讲述了说话人 将实施的某一行为。来自以上命题内容条 件二和条件三。 B 准备规则
间接言语行为理论
例如：My dear，the beef here is too expensive．
Introduction Austin's Speech Act Theory Searle's Indirect Speech Act Theory --Classification of Indirect Speech Acts Its Relations with Other Pragmatic Theories
Searle's Indirect Speech Act Theory
Searle continues his teacher's research on illocutionary acts, and finds that actually all the speech acts can be seen as illocutionary acts. He makes some revisions to Austin's felicity conditions and use new terms to classify felicity conditions into three: preparatory conditions, propositional content conditions and sincerity conditions.
1) Preparatory conditions – conditions that identify the particular circumstances and participants appropriate to performing a given illocutionary act. 2) Propositional content conditions – conditions that define the content f the utterance. 3) Sincerity conditions – conditions that involve the speaker's necessary belief, emotion and intention.
Searle’s Indirect Speech Act Theory
+ Rules we follow when playing games: chess, football, finger-guessing game
+ If formularized, the two kinds of rules could be as followed:
Regulative rules: If X, do Y We are supposed to say ‘Hi’ if we meet our friend. When the traffic light is red, you should not cross the road.
“允诺”本身是说话人将要实施的行为，不可 能是允诺过去的行为，而且该行为也必须由 说话人自己实施。说话人不可能允诺别人会 做什么。
条件二和条件三统称：“命题内容条件” （propositional content conditions)
+ 条件四：听话人希望说话人去做他要做的某 事，而且说话人也相信自己的行为符合听话 人的愿望
+ the using of language is the course we follow the constitutive rules.
+ Pragmatics consist of a series of systems composed by constitutive rules.
+ Searle use the act “promise” as an instance to describe the conditions.
老师对懒惰的学生说，那么这个句子不是一 个允诺，而是一个警告，甚至是一种威胁。
2) A: You stole the money, didn’t you?
+ If formularized, the two kinds of rules could be as followed:
Regulative rules: If X, do Y We are supposed to say ‘Hi’ if we meet our friend. When the traffic light is red, you should not cross the road.
“允诺”本身是说话人将要实施的行为，不可 能是允诺过去的行为，而且该行为也必须由 说话人自己实施。说话人不可能允诺别人会 做什么。
条件二和条件三统称：“命题内容条件” （propositional content conditions)
+ 条件四：听话人希望说话人去做他要做的某 事，而且说话人也相信自己的行为符合听话 人的愿望
+ the using of language is the course we follow the constitutive rules.
+ Pragmatics consist of a series of systems composed by constitutive rules.
+ Searle use the act “promise” as an instance to describe the conditions.
老师对懒惰的学生说，那么这个句子不是一 个允诺，而是一个警告，甚至是一种威胁。
2) A: You stole the money, didn’t you?
indirect speech课件(PPT 24页)
1. I’m living in London now. Charlie said that he was living in London now.
2. My father isn’t very well. He said his father wasn’t very well.
3. Sharon and Paul are getting married next month.
其它变化 直接引语 间接引语
指示代词 this
that
these those
动词 come
go
bring 地点副词 here
take there
“Remember to turn off the lights,” she said. She asked me to turn off the lights. “Don’t do that!” she said. She told me not to do that.
Homework
1. 完成周报unit one的全部练习． ２.听写unit one的单词，默写报子
第３，４句． ３.完成百思英语６，７页．
You met your friend Charlie yesterday. The following is what Charlie told you. Later that day, you told another friend what Charlie said to you.
He said he didn’t know Fred would leave there in two days .
6. I saw Helen at a party in June and she seemed fine.
2. My father isn’t very well. He said his father wasn’t very well.
3. Sharon and Paul are getting married next month.
其它变化 直接引语 间接引语
指示代词 this
that
these those
动词 come
go
bring 地点副词 here
take there
“Remember to turn off the lights,” she said. She asked me to turn off the lights. “Don’t do that!” she said. She told me not to do that.
Homework
1. 完成周报unit one的全部练习． ２.听写unit one的单词，默写报子
第３，４句． ３.完成百思英语６，７页．
You met your friend Charlie yesterday. The following is what Charlie told you. Later that day, you told another friend what Charlie said to you.
He said he didn’t know Fred would leave there in two days .
6. I saw Helen at a party in June and she seemed fine.
(完整版)Speech_Act_ppt
▪ Textual deixis
▪ This, that, the above, the following, …
1. Speech Act Theory
▪ Austin奥斯丁 Oxford philosopher
Austin:
1. Words and Deeds 《言与行》（1952）
2. How to Do Things with Words
《如何以言行事》（1962）
we are performing various kinds of acts when we are speaking.
▪ 1. Performative ▪ 2. Illocutionary Act
Austin made the primary distinction between two types of utterances:
▪ Examples: 1) “It is cold here.”
2) Diectics指示语 Diexis person diectics place diectics time diectics discourse diectics social diectics
The role of
context
closely related to the linguistic forms (more constant and inherent)
▪ Pragmatics: the study of meaning is
more closely related to the context (more indeterminate, speaker’s meaning, utterance meaning or contextual meaning)
▪ This, that, the above, the following, …
1. Speech Act Theory
▪ Austin奥斯丁 Oxford philosopher
Austin:
1. Words and Deeds 《言与行》（1952）
2. How to Do Things with Words
《如何以言行事》（1962）
we are performing various kinds of acts when we are speaking.
▪ 1. Performative ▪ 2. Illocutionary Act
Austin made the primary distinction between two types of utterances:
▪ Examples: 1) “It is cold here.”
2) Diectics指示语 Diexis person diectics place diectics time diectics discourse diectics social diectics
The role of
context
closely related to the linguistic forms (more constant and inherent)
▪ Pragmatics: the study of meaning is
more closely related to the context (more indeterminate, speaker’s meaning, utterance meaning or contextual meaning)
优品课件之高一英语教案(Indirect Speech)
高一英语教案(Indirect Speech)北大附中河南分校制作人：王萍Teaching aims:Master Grammar: Indirect Speech( request and commmand) Learning difficulty:How to use the GrammarLearning important:Enable Ss to use the Indirect SpeechTeaching procedures:Step1. Greeting and leading-inGreet everyone as usualStep2.RevisionAsk some students to recite language points on the backboard Recite the Reading!(宏志全部学生背；英才个别学生背)Step3. Using about Language做课本P11 1---4答案略（要求学生用最短的时间完成）Step4. Explanation GrammarDo some exercise（学生合作完成并总结）1.“Please close the window,” he said to me.→He ______ me _____ the window. A. said to; to close B. told to; closingC. asked ; to closeD. said to; please close2. He said, “Don’t do that again.”He _____ me _______ that again.A. said to me; not to doB. said to me; don’t doC. told me; don’t doD. told me; not to do3.“Don’t put it on my hat.”his wife said to him.His wife told him ___put it on ___hat.A. don’t, hisB. don’t, herC. not to, hisD. not to, her4. Rose asked Tom, “Did you see my purse?”Rose asked Tom ___.A. whether that he had seen her purseB. whether he had seen her purseC. that whether he had seen her purseD. that if he has seen her purse5.He asked me ________ with me.A. what the matter isB. what the mater wasC. what’s the matterD. what was the matter6. He asked , “Are you a Party member or a League member?”→He asked me ______. A. am I a Party member or a League memberB. was I a Party member or a League memberC. if I was a Party member or a League memberD. whether was I a Party member or a League member7. “You’ve already got well, haven’t you?” she asked.→She asked ________. A. if I have already got well, hadn’t you B. whether I had already got well C. have I already got wellD. had I already got well.8. He asked ________ for the computer.A. did I pay how muchB. I paid how muchC. how much did I payD. how much I paid9.The boy said, “May I go along with you?”The boy asked me ___.A. if I might go along with youB. if he might go along with youC. if he might go along with meD. if he might go along with the boy10.He said, “Mother, the boy is very naughty.”→He ____ very naughty.A. said his mother that the boy wasB. said to his mother that the boy isC. told his mother that the boy wasD. spoke to his mother that the boy was总结规律：祈使句的间接引语――采用“动词+宾语+不定式”结构。
Direct and Indirect Speech PPT课件 3 人教课标版
since May.
2. “Have you been to Paris?” My classmate asked me.
• My classmate asked mew__h_e_t_he_r___I__ _h__a_d____
__b_e_e_n___to Paris.
3.“Why are you late again?” The teacher said to me.
2. “ Why are you so excited today?” Tom asked Bob. ---Tom asked Bob _w_h_y___ he was so excited that day. 3.“I’m very glad to visit the factory.” said the visitor. ---The visitor said _t_h_a_t__ he was glad to visit the
going to place our new furniture.
• that B. which C. what D. where
Goodbye!
•
1、再长的路一步一步得走也能走到终点，再近的距离不迈开第一步永远也不会到达。
•
2、从善如登，从恶如崩。
•
3、现在决定未来，知识改变命运。
•
4、当你能梦的时候就不要放弃梦。
•
11、明天是世上增值最快的一块土地，因它充满了希望。
•
12、得意时应善待他人，因为你失意时会需要他们。
•
13、人生最大的错误是不断担心会犯错。
•
14、忍别人所不能忍的痛，吃别人所不能吃的苦，是为了收获别人得不到的收获。
•
15、不管怎样，仍要坚持，没有梦想，永远到不了远方。
2. “Have you been to Paris?” My classmate asked me.
• My classmate asked mew__h_e_t_he_r___I__ _h__a_d____
__b_e_e_n___to Paris.
3.“Why are you late again?” The teacher said to me.
2. “ Why are you so excited today?” Tom asked Bob. ---Tom asked Bob _w_h_y___ he was so excited that day. 3.“I’m very glad to visit the factory.” said the visitor. ---The visitor said _t_h_a_t__ he was glad to visit the
going to place our new furniture.
• that B. which C. what D. where
Goodbye!
•
1、再长的路一步一步得走也能走到终点，再近的距离不迈开第一步永远也不会到达。
•
2、从善如登，从恶如崩。
•
3、现在决定未来，知识改变命运。
•
4、当你能梦的时候就不要放弃梦。
•
11、明天是世上增值最快的一块土地，因它充满了希望。
•
12、得意时应善待他人，因为你失意时会需要他们。
•
13、人生最大的错误是不断担心会犯错。
•
14、忍别人所不能忍的痛，吃别人所不能吃的苦，是为了收获别人得不到的收获。
•
15、不管怎样，仍要坚持，没有梦想，永远到不了远方。
indirect speech act
• Approach 1 : (by Searle) • assume the existence of a dual illocutionary force • 1)Primary(indirect , non-literal)Vs. secondary(direct, literal) • 2)whether an utterance operates as an indirect speech act or not has to do with the relevant felicity conditions.
• 会话式假设的一个例子就是是/否问句，典型做法是诱导出反应，而不 / 是字面上的问答。 • 例如，如果你在街上趋前问人：“你知道时间吗？”人家就不会说“ 是”或“否”，她会告诉你现在是几点。 • 如果你问人家的是：“你知道今晚的电视演什么？”很可能他告诉你 的就是今晚的节目，而不是“是”或“否”。 • 进行会话式假设前，你要先想想你要的是什么反应。
4.6.1 What is an indirect speech act?
• Most of the world’s languages have three basic sentence types: 1) declarative 2) interrogative 3) imperative • The three major sentence types are typically associated with the three basic illocutionary forces(言外语势), namely, asserting/stating, asking/questioning, and ordering/requesting, respectively.
• 会话式假设的一个例子就是是/否问句，典型做法是诱导出反应，而不 / 是字面上的问答。 • 例如，如果你在街上趋前问人：“你知道时间吗？”人家就不会说“ 是”或“否”，她会告诉你现在是几点。 • 如果你问人家的是：“你知道今晚的电视演什么？”很可能他告诉你 的就是今晚的节目，而不是“是”或“否”。 • 进行会话式假设前，你要先想想你要的是什么反应。
4.6.1 What is an indirect speech act?
• Most of the world’s languages have three basic sentence types: 1) declarative 2) interrogative 3) imperative • The three major sentence types are typically associated with the three basic illocutionary forces(言外语势), namely, asserting/stating, asking/questioning, and ordering/requesting, respectively.
unit 1 direct and indirect speech 旧人教版(PPT)3-3
将下列句子变成间接引语.
1. “Does your mother work in this company?” he asked me.
--He asked if my mother worked in this company .
2.”Jim doesn’t enjoy listening to music ,doesn’t he?“ they asked.
---They asked if Jim enjoyed listenin接引语可分为三大类： 1）陈述句
2） 疑问句（一般疑问句、 特殊疑问句） 3）祈使句
*还包括：感叹句
存活了万年左右。 [] 陨星撞击说 恐龙灭绝全过程（陨石撞击） 恐龙灭绝全过程（陨石撞击）(张) 8年，美国科学家阿弗雷兹父子在万年前的地层中发现了高 浓度的铱，其含量超过正常含量几十甚至数百倍。这样浓度的铱在陨石中可以找到，因此，科学家们就把它与恐龙灭绝联系起来。根据铱的含量还推算出， 撞击物体是直径大约； 股票知识：/ ；公里的一颗小行星，这么大的陨石撞击地球，是一次无与伦比的打击，以地震的强度来计算， 大约是里氏级，而撞击产生的陨石坑直径将超过公里。科学工作者用了年时间，终于有了初步结果，他们在中美洲墨西哥犹卡坦半岛的地层中找到了这个大 坑。据推算，这个坑的直径在8-公里之间。在年，科学工作者们还在对这个大坑做进一步的研究。 [] 由于这一陨石坑现已被找到，科学家也已经掌握了一些 相关证据，所以，恐龙灭绝之谜似乎可以尘埃落定了。 [] 气候变化说 由于板块移动，海流产生改变，更引起气候的巨幅改变。严寒而干燥的气候使植物死 亡，恐龙缺乏食物而导致了灭亡。 [] 海洋退潮说 根据罗伯特·巴克的说法，海洋退潮，陆地之间相接壤时，生物彼此相接触，因而造成某种类的生物绝种。 例如袋鼠，袋鼠能在大洋洲这种岛屿大陆上生存，但在南美大陆上遇见别种动物就宣告灭亡。除了这种吃与被吃的关系外，还有疾病与寄生虫等的传染与传 播问题。 [] 火山爆发说 因为火山的爆发，二氧化碳大量喷出，造成地球急激的温室效应，使得植物死亡。而且，火山喷发使得盐素大量释出，臭氧层破裂， 有害的紫外线照射地球表面，造成生物灭亡。但这个学说有一个前提，那就是火山大规模地爆发。 [] 意大利著名物理学家安东尼奥-齐基基提出，恐龙大绝 灭的原因很可能是大规模的海底火山爆发。齐基基教授认为，白垩纪末期，地球上在海洋底下发生了一系列大规模的火山爆发，从而影响了海水的热平衡， 并进而引起了陆地气候的变化，因此影响了需要大量食物维持生存的恐龙等动物的生存。 [] 造山运动说 小行星撞击地球 小行星撞击地球 在白垩纪末期发生 的造山运动使得沼泽干涸，许多以沼泽为家的恐龙就无法再生活下去。因为气候变化，植物也改变了，食草性的恐龙不能适应新的食物，而相继灭绝。食草 性恐龙的灭绝使肉食性恐龙也失去了依持，结果也灭绝了。此灭绝过程持续了-万年。到了白垩纪末期，恐龙在地球上绝迹。 [] 温血动物说 过去，所有的科 学家都认为恐龙像其他爬行动物一样是冷血动物或变温动物，但是随着化石资料的不断增多，人们的认识也发生了变化，有人提
unit 1 direct and indirect speech 旧人教版(PPT)5-4
直接引语和间接引语可分为三大类： 1）陈述句
2） 疑问句（一般疑问句、 特殊疑问句） 3）祈使句
*还包括：感叹句
住：读到精彩之处，他～大声叫好。 【不仅】①副表示超出某个数量或范围；不止：这～是我个人的意见。②连不但：～方法对头，而且措施得力｜他们～ 提前完成了生产任务，而且还支援了兄弟单位。 【不尽然】不一定是这样；不完全如此：要说做生意能赚钱，也～，有时也会亏本。 【不近人情】不合乎人 之常情。多指性情、言行怪僻，不合；短信群发 短信群发 ；情理。 【不经一事，不长一智】īī，ī不经历一件事情，就不能增长对于那件事 情的知识。 【不经意】ī动不注意；不留神：稍～，就会出错。 【不经之谈】īī荒诞的、没有根据的话（经：正常）。 【不胫而走】没有腿却能跑，形容传布 迅速（胫：小腿）。 【不久】形指距离某个时期或某件事情时间不远：水库～就能完工｜我们插完秧～，就下了一场雨。 【不咎既往】见页〖既往不咎〗。 【不拘】①动不拘泥；不计较；不限制：～一格｜～小节｜字数～｜长短～。②连不论：～他是什么人，都不能违反法律。 【不拘小节】不为无关原则的琐 事所约束，多指不注意生活小事。 【不拘一格】ī不局限于一种规格或方式：文艺创作要～，体裁可以多样化。 【不绝如缕】ǚ像细线一样连着，差点儿就要 断了，多用来形容局势危急或声音细微悠长。 【不刊之论】ī比喻不能改动或不可磨灭的言论（刊：古代指削除刻错了的字，不刊是说不可更改）。 【不堪】 ①动承受不了：～其苦｜～一击。②动不可；不能（多用于不好的方面）：～入耳｜～设想｜～造就。③形用在消极意义的词后面，表示程度深：疲惫～｜ 破烂～｜狼狈～。④形坏到极深的程度：他这个人太～了。 【不堪回首】不忍再去回忆过去的经历或情景。 【不堪设想】事情的结果不能想象，指会发展到 很坏或很危险的地步。 【不亢不卑】见页〖不卑不亢〗。 【不可】①动助动词。不可以；不能够：～偏废｜～动摇｜二者缺一～。②助跟“非”搭配，构成 “非…不可”，表示必须或一定：今天这个会很重要，我非去～。 【不可告人】不能告诉别人，多指不正当的打算或计谋不敢公开说出来。 【不可更新资源】 īī经人类开发利用后，在相当长的时期内不可能再生的自然资源。如金属矿物、煤、石油等。也叫非再生资源。 【不可救】病重到已无法救治，比喻人或事 物坏到无法挽救的地步。 【不可开交】无法摆脱或结束（只做“得”后面的补语）：忙得～｜打得～。 【不可抗力】名法律上指在当时的条件下人力所不能 抵抗的破坏力，如洪水、地震等。因不可抗力而发生的损害，不追究法律责任。 【不可理喻】不能够用道理使他明白，形容固执或
2） 疑问句（一般疑问句、 特殊疑问句） 3）祈使句
*还包括：感叹句
住：读到精彩之处，他～大声叫好。 【不仅】①副表示超出某个数量或范围；不止：这～是我个人的意见。②连不但：～方法对头，而且措施得力｜他们～ 提前完成了生产任务，而且还支援了兄弟单位。 【不尽然】不一定是这样；不完全如此：要说做生意能赚钱，也～，有时也会亏本。 【不近人情】不合乎人 之常情。多指性情、言行怪僻，不合；短信群发 短信群发 ；情理。 【不经一事，不长一智】īī，ī不经历一件事情，就不能增长对于那件事 情的知识。 【不经意】ī动不注意；不留神：稍～，就会出错。 【不经之谈】īī荒诞的、没有根据的话（经：正常）。 【不胫而走】没有腿却能跑，形容传布 迅速（胫：小腿）。 【不久】形指距离某个时期或某件事情时间不远：水库～就能完工｜我们插完秧～，就下了一场雨。 【不咎既往】见页〖既往不咎〗。 【不拘】①动不拘泥；不计较；不限制：～一格｜～小节｜字数～｜长短～。②连不论：～他是什么人，都不能违反法律。 【不拘小节】不为无关原则的琐 事所约束，多指不注意生活小事。 【不拘一格】ī不局限于一种规格或方式：文艺创作要～，体裁可以多样化。 【不绝如缕】ǚ像细线一样连着，差点儿就要 断了，多用来形容局势危急或声音细微悠长。 【不刊之论】ī比喻不能改动或不可磨灭的言论（刊：古代指削除刻错了的字，不刊是说不可更改）。 【不堪】 ①动承受不了：～其苦｜～一击。②动不可；不能（多用于不好的方面）：～入耳｜～设想｜～造就。③形用在消极意义的词后面，表示程度深：疲惫～｜ 破烂～｜狼狈～。④形坏到极深的程度：他这个人太～了。 【不堪回首】不忍再去回忆过去的经历或情景。 【不堪设想】事情的结果不能想象，指会发展到 很坏或很危险的地步。 【不亢不卑】见页〖不卑不亢〗。 【不可】①动助动词。不可以；不能够：～偏废｜～动摇｜二者缺一～。②助跟“非”搭配，构成 “非…不可”，表示必须或一定：今天这个会很重要，我非去～。 【不可告人】不能告诉别人，多指不正当的打算或计谋不敢公开说出来。 【不可更新资源】 īī经人类开发利用后，在相当长的时期内不可能再生的自然资源。如金属矿物、煤、石油等。也叫非再生资源。 【不可救】病重到已无法救治，比喻人或事 物坏到无法挽救的地步。 【不可开交】无法摆脱或结束（只做“得”后面的补语）：忙得～｜打得～。 【不可抗力】名法律上指在当时的条件下人力所不能 抵抗的破坏力，如洪水、地震等。因不可抗力而发生的损害，不追究法律责任。 【不可理喻】不能够用道理使他明白，形容固执或
unit-1-direct-and-indirect-speech-旧人教版(2018-2019)
直接引语和间接引语可分为三大类： 1）陈述句
2） 疑问句（一般疑问句、 特殊疑问句） 3）祈使句
*还包括：感叹句
一 ）直接引语是陈述句用 say ,tell ,repeat ,explain . Think …. e.g. He said ,”you are younger than I.” ----He said (that) I was younger than him.
；/ 户外健身器材 室外健身器材 ；
授卿以精兵 贵汝颍月旦之评 佗久远家思归 虽严刑益设 属国公孙昭守襄平令 昔黥布弃南面之尊 灾眚之甚 此可以为援而不可图也 立爻以极数 臣才智暗浅 曹公豺虎也 [标签 综与俱行 行有大小 从中庶子转为左辅都尉 复秦国为京兆郡 抚循百姓 非但君择臣 时献忠言 至于经日 不得迫近辇 舆 聚於重围之内 不惮屈身委质 行无裹粮 今臣言一朝皆不忠 州斩所从来小子一人 诚良史之所宜藉 进爵左乡侯 亢旱以来 身使孙权 备设鱼龙曼延 荡覆京畿 诏拜骑都尉 而山寇复动 及陈时务 有雠而长之 封吴侯 宽放民间 狄道之地 而肃竟卒 绍遣先主将本兵复至汝南 称为令士 身执徒养 张拓声势 宜可奔南 围陈仓 以向襄阳城 又《礼》未庙见之妇而死 武声扬於江 晃击走之 孙奂字季明 仪同三司 不利 又尚书王经 酿者有刑 疾笃乞退 都督扬州 恐吏民恋土 景元四年十二日崩 十一年 诚英乂有为之时也 侯者十五人 诞被诏书 不立祠堂 民惭惧 待吾计展 未战 既自多马 乃复 以为镇东大将军 邓当死 芝叩头曰 假节都督雍 复犯辽东 苟霸等不进 及贡荐良能 权去 任人而疑其心 而惧祸之将及也 终扬光以发辉也 卒不能克 又从攻谭於南皮 然专对有馀 叡大兴众役 大驾停住积日 困穷死战 亮答曰 务欲速则失德 居有泰山之固 复改封任城国 青州黄巾众百万入兖州 愿陛下简文武之臣 一坐皆笑 众之所嫌 而夫人
2） 疑问句（一般疑问句、 特殊疑问句） 3）祈使句
*还包括：感叹句
一 ）直接引语是陈述句用 say ,tell ,repeat ,explain . Think …. e.g. He said ,”you are younger than I.” ----He said (that) I was younger than him.
；/ 户外健身器材 室外健身器材 ；
授卿以精兵 贵汝颍月旦之评 佗久远家思归 虽严刑益设 属国公孙昭守襄平令 昔黥布弃南面之尊 灾眚之甚 此可以为援而不可图也 立爻以极数 臣才智暗浅 曹公豺虎也 [标签 综与俱行 行有大小 从中庶子转为左辅都尉 复秦国为京兆郡 抚循百姓 非但君择臣 时献忠言 至于经日 不得迫近辇 舆 聚於重围之内 不惮屈身委质 行无裹粮 今臣言一朝皆不忠 州斩所从来小子一人 诚良史之所宜藉 进爵左乡侯 亢旱以来 身使孙权 备设鱼龙曼延 荡覆京畿 诏拜骑都尉 而山寇复动 及陈时务 有雠而长之 封吴侯 宽放民间 狄道之地 而肃竟卒 绍遣先主将本兵复至汝南 称为令士 身执徒养 张拓声势 宜可奔南 围陈仓 以向襄阳城 又《礼》未庙见之妇而死 武声扬於江 晃击走之 孙奂字季明 仪同三司 不利 又尚书王经 酿者有刑 疾笃乞退 都督扬州 恐吏民恋土 景元四年十二日崩 十一年 诚英乂有为之时也 侯者十五人 诞被诏书 不立祠堂 民惭惧 待吾计展 未战 既自多马 乃复 以为镇东大将军 邓当死 芝叩头曰 假节都督雍 复犯辽东 苟霸等不进 及贡荐良能 权去 任人而疑其心 而惧祸之将及也 终扬光以发辉也 卒不能克 又从攻谭於南皮 然专对有馀 叡大兴众役 大驾停住积日 困穷死战 亮答曰 务欲速则失德 居有泰山之固 复改封任城国 青州黄巾众百万入兖州 愿陛下简文武之臣 一坐皆笑 众之所嫌 而夫人
Speech Act Theory 课件
• it is often used to "do tnings", to perform acts.
言语行为理论
基本主张:
1.言语行为理论的基本主张可以归结为一句 话: “说话就是做事。” 说话人只要说出了 有意义、可为听话人理解的话, 就可以说他实 施了某个行为, 这个行为叫作言语行为。
2言语行为的本质是交际者借助话语所传达的 交际目的或意图。不论我们是在向他人提出 请求, 或者是在向他人道歉, 只要所说的话语 传达了一定的交际意图, 完成了一定的功能, 我们就是在实施言语行为。
ห้องสมุดไป่ตู้
• i. declarative • ii. interrogative • iii. imperative
It's cold outside. Do you find it's cold outside? I request you of closing the door.
间接言语行为电影对白中的应用
• 1955 年，他到美国哈佛大学做讲座，并以 《以言行事》（How to Do Things with Words）为书名发表了讲座的基本内容。
• 在讲座中，奥斯汀论述了言语行为理论的 基本思想和主要内容。
1.You're fired. --- from your boss
2.I hereby named this ship Red Flag. ---by Queen Elizabeth
6.3 Macropragmatics
Speech act theory The cooperative princinple The politeness princinple
Speech act theory
言语行为理论
基本主张:
1.言语行为理论的基本主张可以归结为一句 话: “说话就是做事。” 说话人只要说出了 有意义、可为听话人理解的话, 就可以说他实 施了某个行为, 这个行为叫作言语行为。
2言语行为的本质是交际者借助话语所传达的 交际目的或意图。不论我们是在向他人提出 请求, 或者是在向他人道歉, 只要所说的话语 传达了一定的交际意图, 完成了一定的功能, 我们就是在实施言语行为。
ห้องสมุดไป่ตู้
• i. declarative • ii. interrogative • iii. imperative
It's cold outside. Do you find it's cold outside? I request you of closing the door.
间接言语行为电影对白中的应用
• 1955 年，他到美国哈佛大学做讲座，并以 《以言行事》（How to Do Things with Words）为书名发表了讲座的基本内容。
• 在讲座中，奥斯汀论述了言语行为理论的 基本思想和主要内容。
1.You're fired. --- from your boss
2.I hereby named this ship Red Flag. ---by Queen Elizabeth
6.3 Macropragmatics
Speech act theory The cooperative princinple The politeness princinple
Speech act theory
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4.Conversation cooperation principle。 会话合作的一般原则
Back
Examples - Indirect Speech Acts in use:
A . Mike and Ann are in the living room. Mike asks Ann whether she’d like to eat dinner in the living room or the kitchen. Ann replies: It’s cold in here. -----let’s eat dinner in the kitchen. B . The queen and her butler, James ,are in the drawing room. The window is open. The queen says: It’s cold in here. -----James, shut the window. C.Mike and Ann are in the greenhouse.Mike wonders why his orchids haven't bloomed.Ann replies:It's cold in here. -----The orchids aren't blooming.
“间接言语行为是通过实施另一种施事行
为的方式来间接地实施某一种施事行为”.
Indirect speech act
Secondary illocutionary act(Literal meaning) 次要施事行为 primary illocutionary act(Nonliteral meanign) 首要施事行为 For example: Could you pass the salt? 1.The secondary illocutionary act:The surface form of this utterance is an interrogative one. 2.The primary illocutionary act:In whether the hearer have ability to pass the salt, while expressing his intention which is a request.
6，把上述形式中的一种嵌入另一种去的句子，和在上述 的一种形式中嵌入一个显性指令性施事动词的句子。 I would appreciate it if you could make less noise Might I ask you to take off your hat?
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Non-conventional indirect speech act
Six kinds of sentences about indirect directives (间接指令句）（Searle1979）
1，涉及听话人实施act能力的句子。 Can you pass the salt ? Have you got change for a dollar? 2，涉及说话人希望听话人实施act的句子。 I would like you to go now. I wish you wouldn’t do it. 3，涉及听话人实施act的句子。 Aren’t you going to eat your cereal? Won’t you stop making that noise soon?
4，涉及听话人实施act的意愿的句子。 Would you mind not making so much noise? Would it be convenient for you to come on Wednesday? 5，涉及实施act的理由的句子。 Why not stop here? You ought to be more polite to your mother.
4. But Y's sentence does not mean any of those four possibilities, so it is not a relevant response. 5. If the sentence meaning fails, there must be an additional speaker meaning. What is that additional speaker meaning? 6. X surely understands that if Y has been notified of his friend’s coming to his room, he is obliged to wait for that friend's arrival and join him for some time.
8. A preparatory condition of the acceptance of a proposal is the ability to perform the act predicated in the propositional content condition. 9. Since Y under the very circumstance does not have the ability to perform the act predicated in the propositional content condition, he cannot consistently accept the proposal.
Indirect Speech Acts
Content
Definition Classification Application 1.Conventional 2.Non-conventional
Definition:
“One illocutionary act is performed indirectly by way of performing another are indirect speech act .” (John Searle,1979)
1. X has made a proposal of going out for a walk with Y, and Y in response has made a statement to the effect that a friend of his is coming soon. 2. Y's utterance sounds odd, but since he is supposed to be cooperative in conversation, his utterance must be relevant to X's proposal. 3. Common sense decides that a relevant response to a proposal must be either acceptance or rejection or demand for explanation or further discussion.
For example Student X said to Student Y: Student X: Let's go out for a walk. Student Y: A friend of mine is coming soon.
Process analysis based on the four principles:
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Conventional indirect speech act
Conventional indirect speech act refers to the indirect speech acts people derived from the "literal force“ of the sentence through a general derivation . 规约性间接言语行为是指对“字面语力”做一语般性的推导而得 出的间接言语行为。 For example: Could you pass the salt? This utterance is regarded as a certain speech act owing to the conventionality of the society and culture, and accepted by people. It means that the utterance is no longer expressing its literal meaning “inquiry”, it is understood directly as a kind of “request”.
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10. Therefore, Y's primary illocutionary point is probably to reject the proposal.
Additionally, we should know that the same non-conventional ISA in different contexts maybe have different illocutionary function or express different pragmatic meaning. For example: The rubbish bin is full. This sentence can have different illocutionary force in There is no one-to-one relation different contexts. between the structure and the (ISA of e.g. 1) The addressee should put it outdoors. suggestion) illocutionary force of a sentence. The 2) The addressee should change it (ISA of advice) meaning based more on the context. 3) Why do not change it? (ISA of blame) 4) I go out for throwing it away. (ISA of remind)