【作者】 毕莹莹；

【导师】 王志伟；

【作者基本信息】 郑州大学 ， 外国语言学及应用语言学， 2013， 硕士

【摘要】 冲突性话语是一种常见而又复杂的社会文化现象。在日常生活当中由于人们的观念、需求、价值观和社会地位等不同,在交流中,发生冲突是不可避免的。冲突通常会妨碍正在进行的沟通,破坏谈话的气氛,引起未知的后果。同样冲突性话语在师生的日常交际中也会常常发生,如果处理不当,很大程度上也会影响师生间的顺利沟通,不利于营造和谐的师生关系。许多学者从社会学、教育学、心理学等视角研究师生冲突这种现象,但是从语言学角度来研究师生冲突性话语很少。尽管已有许多国内外学者对许多种冲突性话语类型,如夫妻冲突,父子冲突,进行了研究,并已取得了一定的成果,然而调查发现,从顺应论角度研究师生间的冲突话语却很少。本研究旨在分析汉语师生冲突话语的语言特点,探讨冲突性话语的发生是如何顺应语境关系要素中的心理世界、社交世界和物理世界；师生冲突性话语既有消极功能又有积极语用功能,由于师生冲突话语的消极功能已被多次研究,本研究重点研究其积极语用功能。并尝试探究师生冲突性话语的积极语用功能。本研究采用定性分析的研究方法。由于很难系统收集自然语料且可能会侵犯他人隐私,因此本研究的语料主要来自二手资料,少数来自电视剧(如《危险心灵》,《麻辣高校生》),还有部分来自网上的师生冲突的案例及本人教学实践。通过仔细分析以上研究数据,结果表明：教师在师生冲突性话语中的语言特点是：直接否定或者否定性语言、讽刺、反问句、詈骂语、元语用评价语、命令句以及威胁性话语。学生在师生冲突性话语中的语言特点是：不服气的沉默、语气词、嘟囔、直接否定或否定性语言以及反问句；师生冲突话语的使用是师生顺应语境关系中心理世界、社交世界和物理世界诸要素的结果；师生冲突话语的积极功能如下：促进师生交流,增强班级凝聚力;维持班级秩序,促进共同发展;活跃师生思维,激发学生创造力：有助于师生发泄负面情绪,提高教学和学习效率。本论文的研究意义如下：首先,由于很少有人从语言学的角度研究师生冲突性话语,本研究将会丰富语言学研究。其次本研究从顺应论的角度研究师生冲突话语,进一步增强顺应论的解释力,扩大其应用范围。再次,本研究也会对老师话语方式有一定的启发,有利于促进师生和谐。更多还原

【Abstract】 Conflict talk is a common but complicated social and cultural phenomenon. In daily life, whenever people contact with each other, it’s normal that people sometimes argue or quarrel with each other, which is caused by people’s differences in ideas, needs, values and social status etc. It usually interrupts the flowing conversation, ruins the atmosphere of communication and brings uncertain consequences. Conflict talk is also an inevitable phenomenon in the teaching process between teacher and students. A failure to resolve their conflict talk may greatly affect and even hinder successful communications between them, which is detrimental to create a harmonious teacher-student relationship. Many researchers just study teacher-student conflict phenomenon from the perspectives of sociology, pedagogy, psychology and so on However, few studies of teacher-student conflict talk are carried out from linguistic perspective. Although linguists abroad and at home have carried out numerous studies of conflict talks, like martial conflict talk, parent-teenager conflict talk and great accomplishment has been achieved up till now, few work has been conducted to analyze the conflict talk on the basis of teacher-student conversation data from the perspective of Contextual Adaptation.This present study aims at investigating the linguistic features of Chinese teacher-student conflict talk, how teacher-student conflict talk adapts to the contextual correlates in the mental world, the social world and the physical world and exploring the pragmatic functions of teacher-student conflict talk. teacher-student conflict talk also has negative functions and positive pragmatic functions. For its negative functions have been studied many times, thus the present study explores its positive pragmatic functions. The present study is based on the qualitative research method. With the difficulty of collecting the natural data systematically and possible infringement of other’s privacy, the data of this study are mainly derived from second-hand examples provided by scholars who study the teacher-student conflict, some from TV series-Dangerous Mind and Ma La Gao Xiao Sheng, some from the internet and some from the author’s teaching experiences.The careful analysis of the data mentioned above indicates that the linguistic features of teacher in the teacher-student conflict talk are as follows:direct negation or negative language, irony, rhetorical questions, swear word, metapragmatic comment, imperative sentence, and threat utterance while the student’s linguistic features in the teacher-student conflict talk are nonsubmissive silence, modal particles, mumble, direct negation or negative language and rhetoric questions; the occurrence or the use of teacher-student conflict talk is adapted to the contextual correlates, namely the mental world, the social world and the physical world; the positive pragmatic functions of teacher-student conflict talk are as follows:The use of conflict talk can motivate the teachers and students to promote the communication and strengthen class cohesion; what’s more, the use of conflict talk helps people to maintain the classroom in order and promote common development; the use of conflict talk can also activate the student’s mind and spur the student’s creativity, finally the teacher-student conflict talk can help them vent their negative emotion and improve the effects of teaching and studying.As for the significance of the study, three aspects are involved. Firstly, there are few studies studying the teacher-student conflict talk from the perspective of linguistics and this thesis will enrich the linguistic researches. Secondly, this thesis conducts teacher-student conflict talk under the guidance of Verschueren’s Contextual Adaptation, and it can strengthen explanatory power of Adaptation Theory and extend its applicable scope. Thirdly, the present study gives some implications for the teacher’s talk, which can help achieve teacher-student harmony.更多还原