间接言语行为理论在大学英语听力教学中的运用-外国语言学及应用语言学专业论文.docxVIP

聊城大学硕士学位论文 聊城大学硕士学位论文 i i Abstract Listening teaching plays a pivotal role in college English teaching. Yet, there have always been some problems in listening teaching that have not been solved satisfactorily. For instance, though the students can hear clearly each word said by the speakers, still they are unable to give the correct answers on some occasions. In view of this, the present thesis conducts a systematical analysis of college English listening teaching from the perspective of indirect speech act theory. Primarily the thesis tries to solve a core problem, that is, how to cultivate students` ability to analyze and comprehend indirect speech acts to the full so as to help the students` improve their listening comprehension. First of all, the thesis lays a solid foundation by introducing Searl`s indirect speech act theory. Through case study of the typical listening materials containing indirect speeches and analytical discussions from the perspective of culture, context, and cognition, and so on, very important implications for listening teaching have thus been made. The speaker?s literal meaning is not always in agreement with his intended meaning from the viewpoint of indirect speech act theory. Therefore, at such time, the speaker?s intended meaning can only be judged through logical reasonable inference on the basis of the already known background information. Obviously, logical inference is the key to correct understanding and also the bottleneck to prevent the students from improving their listening comprehension. As is already known to us all, indirect speech acts can be classified into two kinds: the first one is conventional indirect speech act and the other type is non-conventional indirect speech act. The difference between them lies in the way to interpret the indirectness of the language. The former is in close relation to the shared customs, background knowledge and so on, while the latter is much more complicated. Considering this, in listeni