英语口语社交-语用失误实例研究

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浅析英语口语交际中的语用失误_张竹怡

收稿日期 : 2003- 09- 13
造成对方误解; 2 正确理解对方, 但由于己方意图的表达失误, 造成对方误解。本文主要从交际双方的听和说的角度 , 分析英语口语交际中常见的语用失误现象。二、口语中常见的语用失误现象及分析
1 由错误理解对方意图而出现的语用失误, 大致可以分为以下几种: ( 1) 将英语中的一些词汇、短语或简单句按照字面意义与汉语机械对等 , 望文生义。口语的特点之一就是简练, 一些词汇或者看似简单的句子, 其真正意义常常不能等同与字面意义。在非母语使用者听来, 往往出现理解错误, 甚至茫然不解。例 1 A: I have a w eakness f or Chinese food! B: Weakness? T here s not hing w rong w it h Chi nese food! B 显然把 w eakness 的意义单纯理解成为弱点、缺陷 , 觉得 A 对中餐有偏见 , 认为吃中餐是不好的行为 , 故而大为光火。而通常在说到食物、艺术、服饰等涉及喜好的问题时 , w eakness 表示 spe cial and excessive fondness for somet hing 。所以 A 所说的正好是赞扬中餐美味的意思。这是将英语里的多重意义词与中文进行对等选择时 , 意义范围对等错位造成的。 B 的误解和反应会让 A 觉得非常尴尬和不安。 ( 2) 对英语成语和典故的了解不足。任何一种语言里都存在着大量的成语和典故, 它们在社会上口传耳闻 , 与其民族的文化关系密切, 具有浓厚的民族、历史和地方色彩。如果不熟悉西
总 24 卷第 12 期 2003 年 12 月
西南民族大学学报
人文社科版

英语教学实践中学生语用失误的分析与对策

Ａ：Ｔｈａｎｋｙｏｕｆｏｒｙｏｕｒｃｏｍｐａｎｙｉｎｇ！Ｉｒｅａｌｌｙ
ｈａｄａｇｏｏｄｔｉｍｅｔｏｄａｙ．Ｂ：Ｎｅｖｅｒｍｉｎｄ！Ｉｔ ’ Ｓｍｙｄｕｔｙ．
一
、
语用语言方面的失误
人们使用语言时总是结合一定的语境．尽量恰
生Ｂ只理解为一种询问．故只按提问的字面意思作答。
当地遣词造句，并力求准确地表达自己的用意。常４．混淆同义结构的不同使用场合。例如．学生见的学生语用语言方面的失误包括以下几种情况：Ａ与学生Ｂ是好友。Ａ请求Ｂ帮忙．如果Ａ说：Ｃｏｕｌｄｙｏｕｐｏｓｓｉｂｌｙｈｅｌｐｍｅｗｉｔｈｔｈｅｌｕｇｇａｇｅ？ ” 学１．学生违反使用英语本族人的语言习惯．误 “ 用了英语的其他表达含义。例如：生Ａ的口气就太见外了亲密朋友间的请求中出
ｐｌｅａｓｕｒｅ１
举几例说明如下：１．称呼差异引起社交语用失误。例如，中国学生经常说， “ Ｇｏｏｄｍｏｒｎｉｎｇ，ｔｅａｃｈｅｒ．＂在汉语中， “ 老师” 不仅是称呼语．还是尊称。在英语中，ｔｅａｃｈｅｒ只是一种职业，绝不可以作为称呼语，也不是尊称。英、汉语称呼是不对应的，英语中采用Ｍｒ．／Ｍｒｓ．／

简析英汉跨文化交际中的语用失误

2202018年43期总第431期ENGLISH ON CAMPUS简析英汉跨文化交际中的语用失误文/陈双莲一些语言专家和学者认为，语用失误就是交流双方没有真正明白和理解对方语句所要表达的真正含义，或者是表面语言背后的隐含含义。

由于东西方不同的文化背景以及人们思维习惯的差异，在英汉跨文化交际中语用失误更是常见。

一、在英汉交际中语音方面的语用失误在汉语中有四种声调，同一个音，声调不同则表示的意思不同。

因此在汉语中，表示肯定或者疑问语气所选用的词语是不同的。

而英语则是语调语音，也就是说，同一个单词不会因为语调是升调还是降调而改变原本的意思。

而英语中通常将语调运用于语句的陈述中，会用降调来陈述一件事，用升调来表示疑问的语气。

由于二者声调和语调在语用上的差别，很容易导致不同母语的两国人在进行交流时产生一些误解。

笔者通过观察日常的英汉交流发现，用声调会很容易辨别出英语人士的是否是在开玩笑，但他们却很难通过语调来辨别汉语使用者的某一句话是否属于是玩笑，因此在交流过程中难免会造成误解。

另外，由于汉语在发音时采用声调的发音方式，而在语调方面却没有明显的起伏变化，因此以汉语为母语者在使用英语时也会显得语调平平，无法真正通过语调来显示语句的陈述性或者是疑问性。

同时，以英语为母语的人在使用汉语时对于某些个别的声调也无法准确地表达出来，也会将多种音调混淆使用。

这种情况通常被称之为语言的负迁移现象，在语调和声调的负迁移影响下就会很容易造成英汉交际中的语误现象。

再有就是在英语口语的表达习惯中会经常出现词汇连读的情况，而汉语则是以一字一音为发音特点。

因此，很多初学英语的中国人无法准确把握音节的轻重，也无法熟练地进行词汇连读，因此发音听起来不是十分正统。

同样，一些以英语为母语的人在学习汉语的初期，也会将词汇连读习惯性地运用到汉语发音中，比如“西安”会念成“先”，那么发音不同所表达的意义也就完全不同了。

二、在英汉交际中词汇方面的语用失误词汇语用失误也是英汉交际中经常会出现的情况，较为常见的原因是二者文化的差异，会出现一些词汇空项。

语言-语用失误举例

语言－语用失误举例摘要：关于next thursday到底是即将到来的星期四，还是下个星期的星期四，在新闻组引起了争论，特此摘文一篇。

例l："是"还是"否"--思维方式差异是非问句在汉语和英语中都很常用，看起来也很简单，但对是非问句的应答却反映出不同语言思维方式上的差异。

如有一次老师组织外国学生去颐和园游览，当老师听说一个叫约翰的学生不去时，想确认一下他是不是真的不去，就问："约翰，你不去吗？"约翰回答说："不，我不去。

"约翰的回答显然是不合汉语习惯的。

这不是语法形式或词语用法造成的偏误，而是其本族语和汉语在对是非问句的应答"是"或"非"时的着眼点不同。

汉语中回答是非问句时的"是"或"非"，是对提问者所说的话做肯定或者否定的回答。

如对"你不去颐和园吗？"的肯定回答是："对／是的，我不去。

"否定回答是"不／谁说的，我去。

"英语对是非问句的肯定或否定回答不是针对对方，而是表达答话人自己"去"或者"不去"的意向。

"去"则做肯定回答，"不去"则做否定回答，不考虑是否与问话者的语气相承。

所以英语中回答"Aren't you going to the Summer Palace？"时，或者是"Yes，I am."或音是"No，I am not."外国人用自己民族的思维习惯套用汉语，在回答"你不去颐和园吗？"时，就出现了以上的语用失误。

例2："这星期六"还是"下星期六"一次，一个外国学生拜访他的中国老师，老师想请他吃饭，就说："你下星期六来我家吃饭，好吗？"学生很高兴地接受了邀请，并约好了具体时间。

中英社交语用失误对比整理

English And Chinese Sociopragmatic Failures ContrastAbstract: Because of the differences in cultural background , Chinese & English have their typical characters. If we wouldn't accumulate much knowledge about the differences between English & Chinese , we would make mistakes and sociopragmatic failures in daily and social communication . This paper mainly talk about sociopragmatic failures , which include three parts: the definition of the pragmatics and sociopragmatic failure ; the reflection of the sociopragmatic failure and how to avoid sociopragmatic failures for the sake of a better understanding in communication .Key W ords:differences cultural background pragmatics sociopragmatic failureSince Chinese and English comes to different social cultural circumstances , it contributes to big differences in using the two languages . An English learner who has little knowledge about the cultural background of the English countries may have sociopragmatic failure . So what is sociopragmatic failure ? I consider that we should know what is pragmatics firstly .Part One : The Definition of the Pragmatics and Sociopragmatic FailureAnd what is pragmatics ? Pragmatics is generally the study of natural language understanding , and especially the study of how context influences the interpretation of meanings . In another word , it is the study of the relationship between symbols and their interpreter . To cite an example : Lily wanted to play outside and Lily's mother said to Lily :" It's raining outside now ." Literally , her mother was talking about the raining day ; actually , it meant that Lily should not go out . However , an English learner who can't understand the implied meaning may lead to pragmatic failure . So pragmatic failure is when have communacations , the language users can not use the language rightly and express appropriately , leading to a unsuccessful conversation. The English linguist Thomas divided pragmatic failure into two parts : pragmaliguistic failure & sociopragmatic failure1. Here we mainly talk about the1Thomas J．Cross—Cultural Pragmatic Failure[J]．Applied Linguistics，1983(14)：91—92．sociopragmatic failure , which means when have communications , both sides can't understand each other rightly because of the different cultural environment . From this ,we can know that the usage of language is not only limited by the context , but also the different cultural backgrounds .Part Two: the reflection of the sociopragmatic failureSince we learn the definition of sociopragmatic failure , we'll enumerate some reflections of it from the following aspects : 1) Words can not be in accordance with the common usage of English ; 2) The language can not be used seemly in the context ; 3)Apply the Chinese common usage in the English communication .1.Words can not be in accordance with the common usage of EnglishThe group has some knowledge about English usage , however ,they don't know the English usage very well , which leads to sociopragmatic failure in social communiction .For instance , a Chinese student met a new American friend on a party , he greeted the friend with the words :" How are you ? '' ,which made the friend confused . And this is because the way of greeting is not accord with the manner of foreign teacher . For "how are you ?"are the words used in acquaintances and "how do you do ?" or "nice to meet you ."are used in the first-meet friends .2.The language can not be used seemly in the contextWhen have communications , we need to use different strategies according to different circumstances and targets , otherwise ,we would have sociopragmatic failures in the social communication .Example: An employee want to smoke , so he said :"Mind if I smoke ?"Nevertheless , this words are always said by the superiors to the inferiors or the parity of status depending on the principle of politeness . So the speaker have sociopragmatic failure for not consider the words' context .3.Apply the Chinese common usage in the English communicationWhen use English , Chinese students often apply the Chinese common usage in the English communications ,which make the English people misunderstood the words' meaning .Example: a Chinese student met his foreign teacher on the street by chance , he greeted the teacher with the words :" Where are you going ? '' ,which made his teacher surprised . And this is because the way of greeting is not accord with the manner of foreign teacher .Part Three: how to avoid sociopragmatic failuresSo how do we make ourselves more clearly and understood in English & Chinese communication and try our best to avoid the sociopragmatic failures ? I believe the following suggestions can be available for us .1.Pay more attention on the backgrounds of western cultureLanguages are combined with natives' culture ,which are not isolated and meanwhile ,reflecting the natives' belief and emotion . So one who has little knowledge about the western culture can't learn a language well . Moreover, for having little knowledge on the background of the western countries , when undera environment which has different manners between English and Chinese , thelearners may use the Chinese manners in the circumstance ,which leads to an error . So only accumulate much knowledge about the western culture and cultural background , can we use English appropriately and have successful communications .2.Pay more attention on the English and Chinese cultural contrastSince the usage of the Chinese and English varies a lot for the different cultures , so on purpose to improve our ability of social communication ,we also need to pay more attention on the English and Chinese cultural contrast and analysis and find the similarity , the distinction and remember them .3.Have cultural classHaving cultural class can give a good introduction of the western countries . From class ,they can know the customs , the traditional cultures , the lifestyle ,the ceremony and so on . By doing this ,they can learn the western culture more completely .Certainly , in cross-cultural communication and under the different background , people's expressions and manners are also different . Therefore , we should have moreattention on the western countries . Meanwhile , we can also know the knowledge from the books . By doing these things ,we can know the implicit meaning according to different contexts and the communication relationship between the two sides . Only remember this , may we avoid the sociopragmatic failure and have a successful communication .Reference :1.Thomas J．Cross—Cultural Pragmatic Failure[J]．Applied Linguistics，1983(14)：91—92．2.Mao Guoan . A practical Course in Contrastive Studies of English and Chinese , 20113.Hu Zhuanglin , Linguistics , A Course Book ,。

英语口语常见错误理解案例

英语口语常见错误理解案例一、语法错误导致的误解在英语口语中，语法错误是常见的导致误解的原因之一。

以下是一些常见的案例：1. 误解：I have a big headache.正确理解：我头疼得厉害。

错误理解：我有一个大头痛。

在英语中，表示身体不适时，常用动词“have”，而不是“有”。

因此，正确的表达应该是“I have a big headache”，而不是“I have a big headache”。

2. 误解：I will pick you up at the airport.正确理解：我会在机场接你。

错误理解：我将在机场拾起你。

在英语中，表示接人时常用动词短语“pick up”，而不是“拾起”。

因此，正确的表达应该是“I will pick you up at the airport”，而不是“I will pick you up at the airport”。

3. 误解：I'm sorry, I can't attend the meeting tomorrow.正确理解：对不起，我明天不能参加会议。

错误理解：对不起，我明天不能出席会议。

在英语中，表示参加会议时常用动词短语“attend a meeting”，而不是“出席会议”。

因此，正确的表达应该是“I can't attend the meeting tomorrow”，而不是“I can't attend the meeting tomorrow”。

二、词义误解导致的误解除了语法错误，词义误解也是导致误解的常见原因之一。

以下是一些常见的案例：1. 误解：I'm really embarrassed.正确理解：我真的很尴尬。

错误理解：我真的很害羞。

在英语中，表示尴尬时常用形容词“embarrassed”，而不是“害羞”。

因此，正确的表达应该是“I'm really embarrassed”，而不是“I'm really embarrassed”。

中国英语学习者言语交际中语用失误之研究

中国英语进修者言语交际中语用失误之探究在全球化和英语国际地位的背景下，英语已成为国际沟通中最为广泛使用的语言之一。

中国进修者在进修英语的过程中，难免会遇到语用失误的问题。

语用失误在言语交际中屡屡导致误解、不适当的回应和不成功的社交互动。

本文旨在探究中国英语进修者在言语交际中常见的语用失误，并探讨其原因和可能的解决方案。

一、常见的语用失误1. 礼貌用语失误中国进修者屡屡受到中文礼貌用语的影响，在英语交际中过度使用或缺乏使用。

例如，他们可能在不恰当的场合下使用“感谢”或“对不起”，或者未能用适当的礼貌用语表达谢意或抱歉。

2. 语气和语调失误中国进修者在语气和语调上的失误可能导致信息的误解或不适当的言辞。

他们可能过度表达或缺乏表达情感的能力，或者使用不适当的语气和语调来表达观点。

3. 不恰当的指代中国进修者在使用代词时屡屡出现指代不明确或错误的状况。

他们可能未能清晰地指代从前提到的人或物，这导致沟通的不连贯或误会。

4. 社交礼仪失误在跨文化交际中，中国进修者可能不熟识或不理解英语国家的社交礼仪，导致社交交往上的狐疑。

例如，他们可能在社交场合中不懂得适当地使用眼神接触、身体语言或笑声。

二、语用失误的原因1. 第一语言的干扰中国进修者在使用英语时通常会受到母语中语言习惯的影响。

他们可能会将中文的语用习惯直接应用于英语交际中，从而导致语用失误。

2. 文化差异英语是一种跨文化交际的语言，不同文化背景的进修者可能面临跨文化交际困难。

中国进修者可能不熟识英语国家的文化差异，导致语用失误的发生。

三、解决语用失误的方法1. 语用教学的重视老师在英语教学中应重视语用教学的重要性，并在教室中引入与语用有关的话题和活动。

通过模拟真实的语境和情境，进修者可以增加对英语交际中语用规则的理解和运用能力。

2. 文化意识的培育进修者需要通过进修英语国家的文化和习俗，增强对语言背后文化含义的理解。

这将有助于进修者防止在跨文化交际中的语用失误。

英汉跨文化交际中的语用失误现象及其对英语课堂的启示

摘要：在英汉跨文化交际中，由于语言和文化等存在差异，交际常常不能有效、顺利进行，甚至因交际障碍、话语误解而出现的尴尬场面时有所见，这就是跨文化交际中的语用失误问题。

随着社会不断发展，人类正在进入“地球村”的时代。

在跨文化交际的大趋势下，要深入学习，努力打破交际障碍，使交际能够顺畅、有效地进行。

在英语课堂上，教师要注意培养学生的语用能力，改进传统的英语教学。

关键词：语用失误；原因；分类；启示在英汉跨文化交际中，由于语言和文化等存在差异，交际不能有效、顺利地进行，因交际障碍、话语误解而出现尴尬的场面时有所见，这就是跨文化交际中的语用失误问题。

语用失误在母语交际中有所表现，在跨文化交际中尤为突出。

在英语学习者中，语用失误现象非常普遍。

即使一个人学习了十几年甚至几十年的英语，掌握了大量的词汇，精通各种语法，他在和英语本族人交流时，也往往会出现交际障碍，导致交际达不到预期的效果。

因此，语用失误，和外语教学在一定程度上存在着紧密的联系。

提高学习者的语用能力，减少语用失误，在跨文化交际中发挥着重要作用。

随着社会的不断进步与发展，我们的世界变得越来越小，人类正在进入“地球村”时代。

面对这种时空的紧缩，在跨文化交际的大趋势下，我们必须意识到深入学习，努力打破交际障碍，使交际能够顺畅、有效进行的重要性。

一、语用失误的定义及语用失误产生的原因提到语用失误，人们很容易联想到跨文化交际中的语用失误，所以许多学者在跨文化交际这一范畴内讨论这一现象。

Jenny Thomas提出的语用失误的概念是：“The inability to understand what is meant by what is said．”(不能通过听到的话来理解其含义。

)¨何自然提出：“跨文化语用失误指的是在跨文化交际过程中，说话人不自觉地违反了交际规范、社会规约，或者不合时间、空间，不看对象，不顾交际双方的身份、地位、场合等，违背目的语特有的文化价值观念，使交际行为中断或失败，语言交际遇到障碍，导致交际不能取得预期效果或达到完美的交际效果。

浅析英语口语交际中的语用失误

2172019年09期总第449期ENGLISH ON CAMPUS浅析英语口语交际中的语用失误文/张洁【摘要】将英语作为第二门语言进行学习时不仅要注重相关理论知识的学习，更重要的是要提升自身在口语交际中的能力。

但是在教育教学中由于受到传统教学理念的影响，在英语教学中往往仅仅注重传授单词、语法的教学，相对忽视了在口语交际中出现的语用失误问题。

本文先阐述英语口语交际中的语用失误，接着提出在英语口语交际中避免语用失误的策略，以便更好的提升学生学习效果。

【关键词】英语；口语；语用；失误【作者简介】张洁(1986.10-)，汉族，女，河南商丘人，商丘工学院，讲师，河南大学硕士研究生，研究方向：外国语言学及应用语言学。

交际工具。

要想更好的提升学生自身的交际能力，还要将听说结合起来，以便起到相辅相成的作用。

3.注重学习方法的使用。

在英语口语教学中要注重学习方法的应用，以此更好的提升学生的口语交际能力，对学生的语感和使用能力进行培养。

强化对学生进行语用方面的培养。

教育教学中可以采用多媒体的方式进行知识教学，这种直观的方式能够为学生提供更加自然、较为真实的场景。

引导学生对学习的知识内容进行观察，分析其中的姿态、动作等行为，为学生创设一定的学习交流机会，帮助学生形成一定的文化差异，强化学生的跨文化交际能力。

在教材选择时也要注重对学生进行语用能力的培养，可以参考一些国外教材，在教学内容上尽可能的做到丰富多彩，结合生活实际，跟上时代发展步伐。

在教育教学中以原文为基础，结合文化背景知识，让学生更好地理解和。

作为第二语言的学习者要注重自身传统思想的改变，尽可能的开拓自身视野，阅读多样化的刊物，观看相应的影视、刊物等，增加和外国人交际的机会，以此更好的提升其交际能力。

三、结语英语作为第二门语言进行学习时，由于受到各种观念因素的影响，教育教学效果不甚理想。

对于英语口语交际中出现的失误主要可以分为语法方面和语用方面的问题。

对于语法方面的问题一般可以被谅解，但是对于语用方面的问题往往会被认为不礼貌。

英语专业学生语用失误原因调查分析

英语专业学生语用失误原因调查分析摘要：在跨文化交际中，语用失误会导致交际失败。

本文运用问卷调查和学生访谈相结合的方式，从教师的教学和学生的学习角度查找语用失误产生的原因，并对存在的问题进行分析、提出相应的教学对策，以帮助学生减少语用失误、提高英语语用能力。

关键词：语用失误；原因；教学对策一、语用失误原因调查1.调查对象和调查目的本调查以英语专业的本科生为调查对象，调查随机抽取了本校英语专业刚进入三年级的65名同学。

调查目的是从教师的教学和学生的学习角度了解目前英语专业语用教学中的不足之处和造成英语专业学生语用失误的原因。

2.调查形式和方法本调查采取问卷调查为主、学生访谈为辅的方式。

问卷调查的问题来自于目前使用频率较高的《语用学：现象与分析》一书中所附带的语用能力自测与评估封闭式问卷，并结合笔者日常教学工作的实际经验修改而成，均为单项选择，共20个问题，涉及到学生对英语学习目标、个人英语水平、个人学习情况和教师教学情况的认识和判断。

调查结束后随机抽查了5位学生，就他们的学习情况和老师的教学情况进行了深度访谈。

3.调查结果和发现本次调查收回有效问卷60份，研究者对问卷调查的结果进行了统计分析，具体调查结果如下：（1）学生对英语学习目标和个人英语水平的认识和判断：83%的受试学生认为英语学习成功的最重要标志是口语表达能力，这说明学生对英语学习的目标具有明确的认识；83%的受试学生对自己目前的英语水平并不满意，40%的受试学生对自己的英语最不满意的是英语口语表达能力，50%的受试学生认为自己最需要加强或提高的方面也是口语表达能力，77%的受试学生对自己的英语实际应用能力的满意度也很低。

这些都表明学生已经认识到实际英语应用能力培养在英语学习中的重要性，同时也反映了学生英语学习中的困难和需求。

（2）学生对个人学习情况的认识和判断：虽然学生意识到口语表达能力是英语学习成功的最重要的标志，他们并没有努力有意识地培养自己的口语表达能力，80%的受试学生表示平时只是偶尔用英语和同学或朋友进行交谈。

跨文化交际的语用失误研究(英语论文)

跨文化交际的语用失误研究A Study of Pragmatic Failure in Intercultural Communication摘要本论文尝试从一些基本的语用学理论入手对比分析不同文化差异引起的语用失误现象，以便从更科学和系统的角度了解不同文化、不同社会、不同群体的人们是如何以不同的标准来进行他们各自的言语行为。

本文重点从言语交际失误方面展开对语用失误的研究，主要包括语用语言失误和社交语用失误两种。

并且通过对这两种语用失误的分析，作者提出了一些针对语言教学的启示。

关键词: 跨文化交际；文化差异；语用语言失误；社交语用失误；语言教学启示AbstractThis thesis attempts to analyze pragmatic failure according to some basic pragmatic theories, in order to understand people more scientifically and systematically who come from different culture, society and community how to operate interaction based on different standards. The thesis will emphasize on verbal communication which concludes pragmalinguistic failure and socio-pragmatic failure. And through analyzing on the two kinds of pragmatic failures, the author puts forward some enlightenment for language teaching.Key words: Intercultural Communication; Cultural Differences; Pragmalinguistic Failure;Socio-pragmatic Failure; Enlightenment for Language TeachingChapter One IntroductionIntercultural communication activities go with the history of mankind, but as a subject it only emerged several decades ago and a great many researches from different perspectives have been conducted on it by scholars at home and abroad. The thesis attempts to make analysis on the pragmatic failures in the intercultural communication from the view point of sociolinguistics and pragmatics.Chapter two explains several important issues. The first is to give the definition and characteristics of culture and communication, which lead to the conclusion that culture, communication and language are inseparable. The second is an overview of intercultural communication. The study of intercultural communication is a multi-discipline, and it compasses every aspect of communication.Chapter three discusses two types of pragmatic failure in verbal-communication, namely: pragmalinguistic failure and sociopragmatic failure. In terms of pragmalinguistic failure, failures in lexicon and grammar are illustrated; in terms of sociopragmatic failure, failures in what to say and how to say.Chapter four gives some enlightenment to improve language teaching approaches and concepts. In recent years, researchers have made great efforts to improve foreign language teaching, and it is thought that the pragmatic competence of foreign language learners has been improved a lot. However, pragmatic failure still haunts the language learners and teachers because it is closely concerned with culture, communication and language, which are indispensable in academic and social life.Chapter Two A Brief Survey of Some Specified Issues in InterculturalCommunication2.1 The Definitions of Classroom Questioning2.1.1 CultureCulture is such a vast and large concept that it is hard and difficult to give an exact definition that is accepted by all people. It is said that there have been at least over 150 definitions about culture, but none of them can cover all the aspects of culture. The following definitions are some of the well-known ones.Edward T. Hall gave a detailed descriptio n as “Culture is man’s medium; there is not one aspect of human life that is not touched and altered by culture. This means personality, howpeople express themselves, including shows of emotion, the way they think, how they move, how problems are solved, how their cities are planned and laid out, how transportation systems function and are organized, as well as how economic and government systems are put together and function.”(Hall, 1959, p.97)Bates and Plog proposed a descriptive definition “Culture is a system of shared beliefs, values, customs, behaviors, and artifacts that the members of a society use to cope with their world and with one another, and that are transmitted from generation to generation through learning. This definition includes not only patterns of behavior but also patterns of thought, artifacts, and the culturally transmitted skills and techniques used to make the artifacts.” (Bates & Plog, 1990, p.152)From the above definitions, we have seen culture is ubiquitous multidimensional, complex, and all-pervasive. In many ways, Hall is correct: culture is everything and everywhere (Samovar & Porter, 2000, p.34). For the purpose research on pragmatic failure in intercultural communication, the author would like to understand culture as a particular way to satisfy human’s basic needs. According to a psychologist Abraham Maslow, human being shares five basic needs: the physiological needs, the safety needs, the belongingness needs, the esteem needs and the self-actualization needs. The five basic needs of human being are shaped and affected unconsciously by culture and gradually we take it for granted and treat them as cultural-rooted habits. Take food as an example, people from one culture might think the food eaten by another cultural group is not delicious and even disgusting. Just like Chinese think it good for health to eat dog meat, while the thought of eating dog disgusts western people because dogs are treated as people’s best friend s in their culture. But no matter how different culture has its ways of doing things in daily life, it cannot be simply judged by the right-or-wrong question. It is interpreted as different people do the same things in different manners.2.1.2 CommunicationThe word “communicate” originate from the Latin word “commonis” that means “common”. So the premise of communication is that the participants should share the common knowledge. As is the case with culture, communication is complex and multidimensional. When people decode the signal and obtain the message, it is important for them to interpret messages in terms of cultural orientation. And Samovar defines communication as “it happens whenever meaning is attributed to behavior or to the residue of behavior” (Samovar, 1981, p.75). His definition tells us communication can go on through our conscious or unconscious, intentional or unintentional behavior. People are communicating everywhere all the time in various manners for different purposes.In order to clarify how communication actually operates, there are several characteristics ofcommunication need to be fully understood. First, communication is changing all the time. During the process of communication, participants are unconsciously affected by the input of new messages. So, there will be changed in some way, which means everyone will be a dynamic individual in his whole life. Second, communication is irreversible. Once messages are received and decoded it is impossible to eliminate the result and the sender’s only choice is to modify or implement the former messages. Therefore, once pragmatic failures occur in the process of communication it is not an easy job to erase some negative results and influences completely. Therefore, the study of pragmatic failure will be helpful to minimize misunderstanding in international communication.2.2 Intercultural Communication2.2.1 Definition of Intercultural CommunicationIt is an undeniable fact that we live in a global village nowadays. Intercultural communication occurs every day with the rapid economic and cultural development of society. It involves the interaction of cultures from different nations. As an independent subject, intercultural communication only emerged a few decades ago. Hall put forward the term intercultural communication first in his book The Silent Language. It can be simply defined as interpersonal communication between members of different cultures. The term has been expressed in many ways, such as intercultural communication, cross-cultural communication, the study of intercultural communication, and the study of cross-cultural communication. Among them, intercultural communication and cross-cultural communication are more widely adopted. Though the term cross-cultural communication was adopted earlier by scholars, now the former receives more preference.In many cases, intercultural communication and cross-cultural communication are understood as being the same. The study of intercultural communication is generally considered to include cross-cultural communication. According to Samovar, & Porter, intercultural communication is communication between people whose cultural perceptions and symbol system are distinct enough to alter the communication event. According to Gudykunst and Kin, intercultural communication is a comparison of some phenomena across cultures, but cross-cultural communication is an interaction between people from different cultures. They hold that intercultural communication puts emphasis on the study, while cross-cultural communication in the interaction. In this thesis, hereby, the author will adopt the term intercultural communication.2.2.2 An Overview of Intercultural CommunicationThe study of intercultural communication can be traced back to America in the late 1950s and the early 1960s. As a new world for Europeans, Asians, and people from other continentswho want to realize their American dreams, America attracts millions of immigrants all over the world. These immigrants brought not only their skills, but their cultures as well. Therefore, as a melting pot of immigrants, a variety of barriers, conflicts, and frictions due to cultural differences in communication activities arose in America. This phenomenon aroused much interest in the western countries, especially in America. Communication specialists became interested in the subject of communication among members of different cultures. The book The Silent Language is often considered as the initial signal of intercultural communication studies. From then on, anthropologists, socio-psychologists, sociolinguists have devoted with great enthusiasm to the study from a variety of perspectives.Intercultural communication was delivered as a course in some American universities in the late 1960s. With the trend of globalization, the development of intercultural communication is consistent with that of the world’s economic and cultural situations and it is more appealing not only to the specialized scholars but to any people who may engage in intercultural communication activities.Many Chinese scholars have devoted to the field and made a great many valuable researches into the study from 1980s. It is believed that intercultural communication has connection with many other subjects. Among them, anthropology, socio-psychology and socio-linguistics and communication are the most influential subjects. Jia Yuxin considers philosophy and racial interaction should be added to it. The study of intercultural communication is a multi-discipline, and it compasses every aspect of communication.Chapter Three The Pragmatic Failure in Communication3.1 Pragmalinguistic FailureThe scholar Hong Gang thinks that pragmalinguistic failure occurs when the speaker uses the utterance which is systematically different from the target language to express the same pragmatic function. In other words, the speaker violates the rules of target language and transfers norms of the source language. In this part, the author will categorize it into two aspects: lexical level and grammar level.3.1.1 Lexical LevelIn intercultural communication, it can be found that a great deal of words have the same conceptual meaning while their associative meanings are different. For example, the words of color have different associative meanings in the west and the east. The sight of color would arouse human’s emotion, and even affect our physical feeling. It seems that human shares some common responses to some colors. Such as, red represents blood and fire, the symbol of life andstrength; green is associated with freshness because it is the color of grass and tree; black is an unlucky color, related with evil, death, mourning and the underground world. In most cases, however, people’s understanding of color terms is different. In China, from the Tang dynasty the color of bright yellow was used specially by royal power, dignity and nobility. While in the Bible, Jesus wears a family, purple robe during the Passion. For the reason, the color of purple is regarded as holy, noble, equal with the color of bright yellow in China. So there are those expressions in English:be born in the purple(生在官宦之家)be raised to the purple(升为红衣主教)marry into the purple(嫁到显贵之家)It is acknowledged that there is no absolute cultural universal or cultural similarity. The confusing phenomenon is that one aspect or element in one culture is so peculiar that a counterpart or an equivalent cannot be found in another culture. For instance, the plant of bamboo plays an important role in Chinese daily life from the ancient time, being the material of boats, books, shoes and etc. The traditional culture associates bamboos with the traits of integrity, strong-minded and dignity. On the contrary, in the western culture bamboo is just a name for that kind of plant without any extending meaning. Even the word “bamboo” is borrowed from another language. Another example concerns the use of “tiger” and “dragon”. When the Chinese refers to the four developed areas in Asia they use “four dragons”. However,in English newspapers and magazines those four places are referred to as “four tigers of A sia”. In Chinese culture, dragon is a holy animal, symbolizing power and royalty. Hence, Chinese are proud of calling themselves the descendents of the dragon. However, according to Christianity, dragon is a creature of ill omen, just like the serpent in the Garden of Eden that induces Eden and Eve to break the rule and eat the evil fruit. So the Chinese idiom“望子成龙”is translated as “wish one’s child to be somebody”. Otherwise, the literal translation is unacceptable as it may bring about different cultural association. From the above example, we have learned that the associative meanings of English words are not equal with that of Chinese words. Neglecting the differences will lead people to bring their original values and attitudes into the process of intercultural communication. It is one of the most common failures resulting from inappropriate understanding of associative meanings of words.3.1.2 Grammar LevelThe shared knowledge of grammar ensures the smooth progress of effective communication. But actually, people are usually apt to employ the grammar rules of their source language unconsciously, which makes it possible for listeners to interpret speakers’ utterance in the wrong way.In Chinese, the position of adverbial modifier is comparatively stable—at the front of verb. We can read the sentence:他在安安静静地读书；他突然大笑起来。

英语口语交际中跨文化语用失误探析

不当而引起的失误，可表现为语音、词汇、语于是他走到ＭｒＳｔ的办公室门口，说：．ｍｉｈ法、句法、表达方式等方面的失误。具体说来，（）“ ｏｍｉｕｅ” （空吗？ａＧｔｎｔ？有ａ）
由于受本族语潜移默化的影响，学生在英语发音时容易带上口音，或由于音素发音不准、重读音节把握错误而产生语音失误。词汇错误可以是中
“ 用失误 ” （ｒｇｔｉｒ）这一概念是语ｐａｍａｉｆｌｅｃａｕ
国际通用语言日益受到了人们的重视。在我国，由英国著名的语言学家托玛斯（ｈｍａ）于１８Ｔｏｓ９３英语教学在小学、中学、大学等各个教育阶段全年在其《文化语用失误》（ｒｓ－ｕｕａＰａ— 跨ＣｏｓＣｈｒｌｒｇ面普及。然而，经过多年的英语学习之后，不少ｍａｉＦｉｒ）一文中所提出的，意指 “ 法理解ｔａｕｅｃｌ无学生依然表示自己仍停留在哑巴英语阶段，而即话语的真正含义 ” 即听话人没能理解说话人的，使是语言功底较好的学生也反映说自己在进行跨意图而引起语用失误。在跨文化交际的语境中，
此处这名中国学生的回答让外商感到十分难堪，因为该学生错误理解了 “ 职责 ”一词的含义，它
二、口语交际中跨文化语用
失误的成因

[中国英语学习者的语用失误浅析]

[中国英语学习者的语用失误浅析]一、语用失误的定义语言是一种社会现象，也是一种交际符号。

特定的语言总和特定的语境相对应。

英国语言学家J.托马斯在1983年首次提出了“语用失误（pragmaticfailure）”，定义其为说话双方彼此不能理解。

何自然（1988）指出：我们将言语交际中因没有达到完美交际效果的差错，统称为语用失误（pragmaticfailure）。

这类失误并非语言本身的语法错误，而是主要归因于说法的方式不妥，或者不符合表达习惯，或者说得不合时宜。

依据托马斯在论文《跨文化语用失误》中提出的分类方法，语用失误大致分为语用语言的失误和社交语用失误两大类。

语用语言失误一般是由于语言障碍所致，而相较于前者，社交语用失误则是由于谈话双方因文化背景不同而引起的社交准则差异所造成的。

二、语用失误现象在跨不同文化背景的英语学习中，不了解语言所负载的文化信息或者使用的特定语境，就免不了出现语用失误的现象。

（1）日常交际类的语用失误现象，例如A：Ask the driver what time we get to New York.B：Could you tell me when we get to New York,please?C：Don’t worry,love, it’s a big place,and it’s impossible to miss it!从上述对话可以知道，A与B是乘坐同一长途客车的旅客，C是司机。

B用when分句向司机传达了A的意图：想知道具体什么时候（when）能到达纽约；但司机却以为B要求他在到达纽约的时候（when）告诉他一声。

显然司机误解了他的意图，儿误解源于when 的歧义，司机将B的询问理解成：“到纽约的时候告诉我一下好吗？”如果B继续使用“what time”(什么时间)就可以避免产生误解。

（2）专业翻译类的语用失误现象在专业翻译过程中，所谓要戒望文生义，不外乎有两层含义：一是要弄清词、句及语段在特定上下文中的字面意思，二是要吃透语言的语用含义。

从语言看跨文化交际跨文化交际中的语用失误实例分析

摘要跨文化交际是指与来自不同国家具有不同文化背景的人们之间交际的过程。

语用学是研究语言实际运用的情况，即主要研究言语行为及其进行的条件。

“语用失误”不是指英语学习者的一般遣词造句中出现的语言运用错误，而是指说话不合时宜的失误，或者说话方式不妥、表达不合习惯等导致交际不能取得预期效果的失误。

文中列举分析了十个语用错误的实例以期对英语学习者在跨文化交际方面有所帮助。

关键词跨文化交际语用学英语学习者语用失误跨文化交际是指具有不同文化背景的人们之间交际的过程。

这是自古以来就存在的普遍现象，随着现代化的交通运输和通讯手段的迅速发展，世界各国人们有可能频繁接触，这在一定意义上将世界变成了“地球村”（胡文仲《试论跨文化交际研究》1992）。

不同地域、不同国家的人们的交往日益频繁，有交往就要进行思想交流或沟通。

这种与来自不同国家或文化背景的人们进行的思想交流被称为跨文化交际。

跨文化交际大致采用两种形式语言交际和非语言交际。

语言交际又有话语交际和书面交际两种。

非语言交际主要是通过体态语言进行的交际形式。

在跨文化交际的过程中，交际双方都有一种强烈的愿望希望交际或沟通成功。

但愿望和现实是有距离的，在跨文化的交际过程中，交际受挫或失败，产生误解，甚至造成关系恶化的情况时有发生。

有不少人把这一点归结为语言。

语言是交际的工具，语言说不通，当然无法进行交际；与此同时，人们也发现只懂语言并不能解决所有的交际问题，交际受阻或失败不是完全由语言引起的。

这一点已经被越来越多的事实所证明（胡文仲《跨文化交际学概论》1999）。

语用学(pragmatics)是一门古老而又年轻的学问。

说它古老，是因为它所涉及的内容早在古希腊、罗马时期就引起学者们的注意；说它年轻，是因为它只是现在才作为语言学的一门新兴的独立学科出现，并得到语言学界的承认和支持。

我国是在20世纪80年代才从国外引入跨文化交际学的理念，对语用学的研究也从最初对语用学理论的引进到结合汉语实际开展语用学理论和应用的研究，语用学的研究在中国已经历20多年的发展。

跨文化交际与语用失误

（3）中国人民族性格发生的变化：
中国人开始摆脱绝对化地以群体取向为上的道德束缚，开始把道德的社会功能从主要是调节人际关系转化为主要保证个人得以自我发展和自我完善上来。
在平等观念上，传统的结果均等或差序格局正在
被机会均等的要求所代替。
Cross-culture Communication and Pragmatic Failure
Have Fun
有次房东问我 did u eat anyting yet? 我说no. 她听后重复了一遍 so u didn’t eat anyting. 我说 yes... 房东老太太犹豫了下，又问did u eat ？我说 no. 她接着说 so u didn’t eat . 我说 yes ...... 估计她当时要崩溃了。
（2）对时间的使用差异中国：使用时间比较随意，灵活性强美国；受制于时间，有强烈的时间缺失意识
价值
个性和谐谦逊守时命运争先侵犯性西方东方东方西方东方西方
第一位
第二位
美国黑人穆斯林、美国黑人美国黑人美国黑人、非洲、穆斯林美国黑人 — 美国黑人穆斯林美国黑人美国黑人美国黑人西方、美国黑人美国黑人、东方、穆斯林、非洲
李大钊《东西方文明之根本差异》
“东西方文明有根本不同之点，即东洋文化主静，西方文明主动是也。……一为自然的，一为人为的；一为安息的，一为战争的；一为消极的，一为积极的；一为依赖的，一为独立的；一为苟安的，一为实进的；一为因袭的，一为创造的；一为保守的，一为进步的；一为直觉的，一为理智的；一为空想的，一为体验的；一为艺术的，一为科学的；一为精神的，一为物质的；一为灵的，一为肉的；一为向天的，一为立地的；一为自然支配的，一为人间征服自然……”

高校英语专业学生口译学习中的语用失误研究

852018年49期总第437期ENGLISH ON CAMPUS高校英语专业学生口译学习中的语用失误研究文/李仪萌申洪天【摘要】本文从跨文化语用失误的角度，对口译学习中的语言语用失误和社会语用失误进行分析。

大量课堂案例分析表明，初学者的口译失误，无论是语言语用失误或是社会语用失误，多表现于词汇层面，句子和语篇层面则较少。

由于口译学习者缺乏文化常识，造成了社会语用失误。

希望本研究能够促进口译学习者的有效表达，并对口译教学有一定的借鉴意义。

【关键词】英语专业；口译学习；语用失误【作者简介】李仪萌，申洪天，中国矿业大学(北京)。

【基金项目】该论文为大学生创新训练项目论文。

不难看出，上述两个例子都集中反映了一个问题，语言语用失误中的“一一对应”错误，即盲目地将汉英语言之间直接对应起来，而忽略了两种语言的灵活搭配和意义区分。

例1中，学生将“高”全部翻译成了“high”是对原语言的理解不到位，“高污染”指的是严重的污染，即“heavy pollution”而不是位置意义上的高处。

例2中，“宴”字与前面的字词搭配之后，从“家”，到“乡”，再到“官”，场合越来越正式，规模一般也越来越大，故应分别翻译为“family get-together”，“villagemeal”和“official banquet”。

这类问题在口译学习者初学过程中错误率非常高，原因也十分复杂，比如汉语英语之间语言上的差异，学生查字典倾向于查英汉词典故而导致汉语和英语词汇间的一一对应，都是可探讨的原因。

2)母语套用。

例3：原文：乘天地之灵气，接山水之精华。

学生译文：One takes the spirit of the sky and the essence from the earth.例4：原文：我们要提高教育的普及程度。

学生译文：We should promote the popularization level of education.汉语强调意合，是高语境(high context)语言，意思转递往往更需要结合交谈双方的文化背景；英语则强调形合，是低语境(low context)语言，即说话人想传达的大多都在句子里面包含。