下载文档原格式
浅析语用学翻译研究及语用学理论在翻译中的应用1前言翻译研究是探讨译者解读原文、在译文中重构原文意义的学问。
现代翻译理论注重如何从变化不定的语境中整体把握原语信息的动态系统, 追求非一字一词的对应,力求达到译文与原文整体效应或读者感受的一致或相似,这种转变同人们对待语言的观点有密切联系。
从结构语言学到功能语言学到符号学,有关语言符号系统各层次都得以深入研究, 也给翻译标准的重新审视提供了基础。
翻译是一种跨文化的交往活动, 翻译研究与语用学密切相关, 语用学的迅猛发展, 必然影响和推动翻译活动。
语用学源于哲学和逻辑学, 它研究语言的理解和使用, 研究特定情景中的特定话语, 尤其注重研究在不同的语言交际环境下如何理解和使用语言。
语用学是研究语言使用与理解的学问, 即研究发话人利用语言和外部语境表达意义的过程, 也研究听话人对发话人说出的话语的解码和推理过程。
它研究的不是抽象的语言系统本身的意义, 而是交际者在特定交际情景中传达的理解的意义以及理解和传达的过程。
翻译研究和语用学理论有着共同的研究对象, 即语言理解和语言表达。
所不同者, 前者关心的是文本和书面语言, 而后者更重视口语交际及其动态特点。
但是这种差异性并不妨碍翻译理论研究者借鉴语用学理论来探讨翻译活动, 反而能促使完成作者与读者之间成功的交流。
如果作者认为读者对某种知识或意境不熟悉并且会影响读者对作品的解释、理解，他就会把这方面写得详细一些，反之亦然。
读者通过阅读作者的作品，获得新的知识、新鲜的感受、经验，与作者达到共鸣，甚至会受作品的影响而采取某种行动，成功地完成作者-读者之间的交流2语用学与翻译语用学是语言学各分支中一个以语言意义为研究对象的新兴学科领域，是专门研究语言的理解和使用的学问，它研究在特定情景中的特定话语，研究如何通过语境来理解和使用语言。
语用学因其本身的目的性和价值性而不同于语法研究，它是关于人类语言本身的研究。
在语言的使用中，说话人往往并不是单纯地要表达语言成分和符号单位的静态意义，听话人通常要通过一系列心理推断，去理解说话人的实际意图。
话语分析的多个视角论文话语分析的多个视角论文论文摘要：文章用语用学的言语行为理论,合作原则和礼貌原则等语用原则来研究话语分析。
用实例来探讨理解话语的整体意义,从而使说话者能从语句的表层意义暗藏自己的深层意图,听话者则能从其表层意义洞察其深层意图。
论文关键词：语用原则,话语分析,面子原则,礼貌原则一、引言话语分析是现代语言学里的一个新兴学科,发展十分迅速,已经成为语言学的一个重要研究领域。
话语分析这一术语是由美国结构主义语言学家Harris首先使用的,是国内外语言学界许多人关注的课题。
它具有跨学科性质,各种研究途径都是从一个侧面研究话语,或者说都是研究话语的一个侧面。
本文从语用学的角度出发,用言语行为理论、合作原则和礼貌原则等语用原则来阐释话语分析。
二、话语分析的理论形成及概论言语行为理论是语用学的主要理论之一。
这一理论首先由哲学家Austin在20世纪50年代末提出,后来,他的学生Searle进一步拓宽和发展了言语行为理论,确立了此理论在语言研究中的地位,并被广泛运用。
Austin(1962)认为一个思想,即人们说话的目的不仅仅是为了说话,当他说一句话的同时可以实施一个行为。
Austin是从说话者和听话者在交际中的行为关系来分析话语的职能的。
他坚信不是所有的语句都有真值可言,他在理论初期把所有的语句分成“表述句”(constatives)和“施为句”(performatives)两大类,把施为句内的主要动词称作施为动词(performativeverbs),构成“言语行为理论”(speechacttheory)的雏形。
后来,Searle整理了Austin关于言语行为的分类,根据适合条件总结出五种基本言语行为句:表述句(representatives)、指令句(directives)、承诺句(commissives)、表情句(expressives)和宣告句(declaratives)。
Searle发现,语言里的句子其实都是间接的言语行为句,都具有“以言行事”的功能。
连云港师范高等专科学校英语语用学学科论文班级：12英教专科一班姓名：余王丹学号：1221013125摘要：本文主要从语用学的角度对语言交际中的礼貌现象进行了研讨，以旨更全面地展示语用礼貌观。
本文共分四部分：一、礼原则的由来；二、礼貌原则的解析；三、礼貌策略；四、礼貌原则的应用。
加深对礼貌原则的理解可以有助于提升自身的语用能力。
关键词：语用学礼貌原则教学应用一、礼貌原则的由来(一)礼貌的界定在众多关于礼貌的各种文献中，围绕“礼貌”一词进行的研究主要有五个方面，具体如下：(1)礼貌是人们在交际中的一种现实目的(Politeness as areal-world goa1)。
人们在说话过程中运用礼貌原则的目的就是取悦他人。
(2)礼貌是一种敬重(Politeness as the deference)。
(3)礼貌是一种语体(Politeness as the register)。
语体是指“与社交语境有关的系统化变体”(Lyons，1977)。
或者指在一定场合下人们说话或写作时的语言变化(Holliday，1978)。
(4)礼貌是一种话语表层现象(Politeness as an utterancelevel phenomenon)。
该观点认为，礼貌是一种表层语法编码，该观点主要是离开语言运用的实际环境去研究礼貌问题。
(5)礼貌是一种语用现象(Politeness as a pragmatic phi—nominee)。
该观点在语用学界已经成为人们的一种共识。
总之．在语用学领域，人们关心的不是说话人是否真正对他人友善，而是他说了什么，以及他的话语对听话人产生了什么影响。
把礼貌看成敬重、语体，是一种社会语言学现象，不属于语用学的范围，而把礼貌看成一种话语表层现象，就是脱离了语境去谈礼貌，这是一种超理想化的理论，因为语言形式是和语境、说话人和听话人之间的关系紧密联系的。
（二）礼貌原则提出的必要性在英语语用学习领域中，提及言语行为理论(Speech Act Theory)．人们会很自然地联想到美国语言哲学家格赖斯(H．P．Grieve)的会话含义学说(Convocational Implicate)，即为了保证会话的顺利进行，谈话双方必须共同遵守一些基本原则，尤其是用来解释会话结构的“合作原则”(Cooperative Principle)。
2021年41期总第585期ENGLISH ON CAMPUS【摘要】奥斯汀的言语行为理论自提出以来，一直备受关注和争议。
本文简述这一理论的发展，并主要从外语教学、翻译实践和跨文化交流三个方面来探讨这一理论的实际应用。
随着不同文化之间的接触越来越多，全球化进程的日益加快，跨文化交流变得越来越重要。
从言语行为理论的角度进行分析，可以在一定程度上减少跨文化交际中语用失误的发生。
【关键词】言语行为理论；语用学；跨文化交际【Abstract】Austin's speech act theory has attracted much attention and controversy since it was put forward. This paper briefly describes the development of this theory, and mainly discusses its practical application from three aspects: foreign language teaching, translation practice and cross-cultural communication. With the increasing contact between different cultures and the rapid process of globalization, cross-cultural communication has become more and more important and inevitable. Analyzing from the perspective of speech act theory will be helpful to reduce the occurrence of pragmatic failure in cross-cultural communication【Key words】speech at theory; pragmatics; cross-cnlttnral communication【作者简介】鲁芯羽，首都师范大学。
Speech Act Theory and Translation Teaching[Abstract] pragmatic speech act theory is an important area of research. In this paper, speech act theory, discussed the theory of foreign language teaching, translation teaching has found its important guiding significance. The theoretical framework used in foreign language teaching, will have a significant impact.[Paper Keywords] indirect speech act speech act of translation teachingI. IntroductionSpeech act theory of pragmatics, as of today one of the core, it tells us that people use language not only for the alleged world, more importantly, to do things with language, that is, people often use the language of communication is In the words and deeds matter. recalled home and abroad in recent decades, research on speech acts, can be described as multi-angle, multi-level, made significant progress. internationally, in recent decades, many experts and scholars concerned about the discussion of speech acts and research. from Austin after the speech act theory is most concerned about the significant progress of the most important and J. R. Searle.70 era Ross (1970) noted that the simple declarative sentence, speech acts and the dominant share common facilities for the syntactic properties of sentences and discussed .80's theory of speech act speech act type of the verb be applied in the Survey analysis and made significant progress in the Australian linguist Wierzbicka (1987), she surveyed about 250 English speech act verbs and classified, and then from the structure of semantic field analysis, trying to find the semantic structure Model of Speech Act Verbs .90 linguists since more attention to the international language potential, the actual intent, the purpose of speech acts, specific categories of speech acts, indirect speech act, etc., and cross-disciplinary discussions, such as cognitive, semantic and other aspects of comprehensive study and two Comparison of languages.At the same time, domestic linguistics experts and scholars are constantly discussed and research attention and speech act theory. Mainly from the basic theory of speech acts to interpret or comment on, from the perspective of communicative speech acts intended to discuss, from two Comparison of the above aspects of language and culture specific categories of speech acts, from the discussion of discourse analysis, combined with cognitive theory and semantics, pragmatics, to discuss the speech act.At the same time opened up a number of speech acts the future path of development. Such as: cognitive analysis of the direction, the direction of interdisciplinary research to study the center of the direction of the verb, the structure turned to the structure description to explain, monolingual research to bilingual or multilingual integrated comparative study. This paper will focus on speech act theory in foreign language teaching, because the foreign language teaching in the translation of foreign language learners develop skills important guiding significance.Second, speech act theory Summary1, Austin's Speech Act TheorySpeech act (speech act) is the language of early philosophers in the 50's object of study. The so-called speech act is the speaker with a statement to the implementation of an act, that language is behavior. Speech act theory is a British philosopher, founder of Austin. He Speech Act envisaged two-thirds said: words within the act (1ocutionary act), illocutionary acts (illocutionaryact) and perlocutionary act (perlocutionaryact). Made the act refers to "speak" the act itself, that is a voice, to say the words, phrases and sentences and so on. The act itself can not constitute a language communication. Illocutionary act is through the "talking" the implementation of this action a behavior, such as transmission of information, issue an order to pay tribute greetings and so on. perlocutionary act the consequences of speaking, that is to say words after the speaker the listener who had those effects. For example, "I'm hungry." This act, in his words and behavior that is to say these three words, the implementation of the speaker's illocutionary act, a "request" behavior, the request listener can provide some food, or food that is made available to the other after the act. In behavior of these three words, pragmatic study is most interested in illocutionary acts. because it is consistent with the intent of the speaker's. the speaker how to use language to express their intention, the listener how to correctly understand the intent of the speaker is the central issue of language communication.2, Searle's theory of indirect speech actPhenomenon of indirect speech acts Searle (1969) first noted and made. Because people often use the language is not directly say what they think, but "beat around the bush," the words. If A said: "The afternoon go shopping together ? "B's answer is" Korean Ministry of the afternoon finale. "There is no direct answer to B or not, but it can be a word in the Interpretation of the B B refused to A. with the literal meaning of the sentence and discourse to explain the inconsistency between the meaning of the indirect nature of the language has broad implications. perspective from the speech act, Searle fact that the phenomenon of indirect speech "by implementing an alternative to indirect speech act commits an act."Third, the speech act and TranslationTranslation is a cross-language, cross cultural communication behavior. Discusses the translation from the perspective of speech act, is to ask the translator correctly understand the subjective intent of the original author, teachers make learners aware, is not simply a translation from the original to the conversion of indigenous languages, according to speech act theory, the translator, not only to understand the literal meaning of the original, more important is to understand the true intentions of the original author, but according to different communication scenarios, cultural traditions, social conditions, way of thinking, language structures and expressions such as targeted, quality masterpieces to be translated. such as the Links in the free paper download (1) Itseemstomewhatissauceforthegooseissauceforthegander. Here the translator as understand the inner meaning of obtaining the most likely translated as "I think what sauce to cook the goose, gander cooking what soy sauce also." Baffled so incomprehensible to the reader, through the surface to understand the translator if deep meaning can betranslated "I think that the equal treatment." to the author's expressed intention clear.(2) Doyouthink hehasitinhim? Do you think he has done? Inhim / inher / inthem often said in the "ability to do" rather than "what."(3) Thestudy room had aSpartan look. Understanding of this sentence involving the cultural background knowledge, because it contains an allusion, if translated, "This study has views of Sparta" For readers not familiar with Sparta had no idea it goes. Sparta in ancient Greece of an important city in the history plays an important role, Spartan is the Spartan, Spartan meaning Spartans had a reputation for Gangyong known for simplicity, so this sentence is best translated as "This study There is a spartan simplicity. "and stating (Note: The Spartans, known for simplicity.)Cite a few examples below:(4) Heisanoldman. He was a sentimental man.(5) Heisan athletewith acapita1. He is a typical athlete.(6) Ribentropisasecond-ratemanwithsecond-handidea. Li Binte Luopu is parroting second-rate figure.IV ConclusionPragmatics Speech acts as an important theory, which not only explains the communicative use of language function, but also on people in the communication made in the interpretation of indirect speech act, so that our words have a deeper understanding of function. The relevant theory is used in the cultivation of skills, foreign language learners break through the traditional emphasis on language teaching language form the shackles of language teaching will shift from center to form a functional center, and the translation of foreign language learners to improve skills are very important, foreign language teachers on the speech act theory to have a deep understanding of the importance of the theory is applied to foreign language teaching, so that effective services in the foreign language learners various skills training. Links to download the free paper Center。
