【作者】 李苏明；

【导师】 董萃；

【作者基本信息】 沈阳师范大学 ， 课程与教学论， 2012， 硕士

【摘要】 礼貌用语是指符合礼貌原则的语言，对礼貌用语的研究属于语用学研究的范畴；礼貌现象虽不完全体现为礼貌用语，但是礼貌用语却能最直观的反映出礼貌问题，本文通过分析汉英两种礼貌用语的不同表达来反映其语言背后的文化问题。中华文化非常重视“礼”，《论语》有云：“不学礼，无以应”；民间也有谚语“礼多人不怪”。事实上，礼貌不仅仅是中国社会人际交往的润滑剂，同时也是世界文化重要的内容，但是由于各国家的文化不同，礼貌语的表达也是各不相同，尤其是英美文化作为西方文化的代表自然和中国的文化形成强烈的对比，所产生的误会和交际失误也屡见不鲜。本文通过对比汉语和英语的礼貌用语，探究语言差异的文化因素，调查分析留学生的汉语礼貌语用失误，既可以帮助汉语学习者从根本上理解和接受中国文化的礼貌习惯，熟练运用汉语的礼貌语言进行得体的交际，又能够提高对外汉语礼貌语教学，减少对留学生跨文化交际失误的文化宽容，帮助留学生在学习语言的同时树立正确的文化意识。本文分为六章，第一章为绪论，介绍了礼貌问题的理论基础、研究现状以及本文的创新之处；第二章按照话语情景的不同，分别对比了汉语和英语在某一特定情境中礼貌语言的使用；第三章探究了造成汉英礼貌语言差异的文化成因；第四章分别对留学生和对外汉语教师进行问卷调查和访谈，进一步发现留学生在汉语学习中的礼貌语用失误以及对外汉语礼貌用语教学的现状和不足；第五章是留学生汉语礼貌语用失误给对外汉语教学带来的启示，并针对教学者、学习者和教材等三个方面提出建议。更多还原

【Abstract】 Politeness principal belongs to the pragmatic category. Polite language is animportant part of the whole issue, for language is the direct reflection of culture.What is more, politeness is the core factor of the culture. Cultures have diversifiedpolite languages, thus, politeness is a worldwide issue. Naturally, English cultureforms a sharp contrast with Chinese culture, and the misunderstandings andintercourse failures are more than one. This article aims to solve this problem byfirstly, comparing Chinese and English polite languages in many contexts; secondly,discover the cultural reasons that caused the differences and thirdly, doing surveyson students who make mistakes on polite language using in order to help Chineselearner master Chinese polite language and get to know the Chinese style ofpoliteness. Only willing to accept the difference between cultures cancommunication failure be avoided.This article is consisted by six chapters. The first one introduces the theorybackground of polite principal, literature review and new points of the author whilethe second one contrasts the Chinese and English language on politeness situation bysituation. The third chapter investigates the cultural reasons leading to the formerdifferences. Then surveys go to Chinese learners and teachers in order to discovercommunication failures and in the next chapter, implications to teaching Chinese asforeign language are given. At last, the article comes to its conclusion.更多还原