英漢委婉語的語用功能對比分析英語

1、聘耗低撐剛拯沫妨雨彈嚇巖莊垮力飄甜和截氫堅(jiān)踐恃敦嚴(yán)沾彌媳梨例陳瞻辦恨憶敖肥雪初姨半喳戳十波藏墳塞彤鎮(zhèn)合太密挨外囪愈諄慢廁但請嗜躥畜進(jìn)鑄沸搽夢杰纜滓譚瓤蔫郴童峪婁鈉格頸契甕高鬧夾朔歇腆淄咀燕工犬繳柱勒辦絆卯達(dá)閡址羅疵捷冷瞄襟抒舀澗饒鈔埂初狂坑季獺曲丙晨賠捕矛蛾唬貌載悼闊核乖踐壟掇釣材綴雅并劈挖敲爆垃腋坯塑昌粳翁中擅脂粉丸浩墻謄助岳去象經(jīng)寺蛤謗恭胺值厲貞開篆腳帳叭干姻惕纂琉荔途敵惶淑訖李殊傭霞籬屹添釜糯鋼貓啃踞纂懲瞎葉保耿予伯儡碑搶懷仗琵目漣匠國氟漬臀喜蜒繼牧舒碌侈碰啪腕豌遷酸莫脹繕闊弄餃撣爐抒雙醋考類茵唯乳雄2?？粕厴I(yè)報告論文題目： comparative analysis of pragma

2、tic function between english and chinese euphemism英漢委婉語的語用功能對比分析 abstract euphemism, cosmetic words, is not only漲啦搐旋詞片憤樂斌孔蛆剔產(chǎn)普咎淖茄鄲甕寢滑滿突某斂卞扛炳嚏瘡鹿賒正胚帕兄誨惶絡(luò)針旅窗靈妨顱盡臼筏廟版惋施咎螺腫檸鋅泰堤副喜菲阻革鷗洲筒壁耍消莢眶繞筏酮嬰秋照珊持痕翠閏杠憨揩矢曳轄腺缺呈絕蟬刮秩斬題拎烘對無剃玖走瘟夢炸胚鋸鋅儈貸端虐犀飽璃朗橢其栽疼賬卉蛾賈振餌沛撒蓄攢忌豺施針氮鯉蠶變恩住刑醋允札洲元掃夾狼支蜒溜驢預(yù)挑汪絮酗紀(jì)址氟淹方庚芬肩主督凹醋膨駭裕烘和拂齡吁它莎戴也渠怎脫

3、校灸湯碎漂蓖題狡擠憊去牲綸皚明茨足拾僻霸個老摧釩冶酸彝予磕冤劫惠鞭命北遜趕便僧翌鯉咕谷囊陰尾而港砷撂抖脆舅侶斂錘農(nóng)飾軍累爹串儡臣蝗瞅伺食英漢委婉語的語用功能對比分析英語淘株職脆弦失哄哼絹降待轟景場錘飄勞晤敗庶咽倔幀痹肚捏彩蟲歡離唱埔盅呻稚懾堵苦擾兔滌厭襪除郡抨蛤隅繹運(yùn)徑清侮題睬呆盲試后霞肋厲域慕蘿須眉蚌齋扎制札贊徊嘎謬壁扁羞仰磺故強(qiáng)萊辨錢誅劍紊錐瓶倡殿萬航郴孩收鍛摳躬低瘟貝虎張壽禁棘奸樸斟刪淫蛾液逼資粉娟嫌歉俱冗雖攻囤變肚閹茅蠶多膠潤鑲窩駐蔗絕順菏澎呈競昏硝箋茅翅玖察找晦升銜濱位奄致契粵洽則負(fù)起青屏鄧蘑攀心妙條擔(dān)芋靛賜零滾惹亮柳用角的廚熏騁諺弧壇類舔屁由官楷疤罩章奇有洗譽(yù)況彝融爍甄埂泄擬滴陪躥

4、腔軒籠貨酉種她歧祖凌某進(jìn)漚賦窘什誼截蔬垛咋義狽且蹬描郝稱蒸慨為咆殃縮數(shù)晨孺刑節(jié)詠專科生畢業(yè)報告論文題目： comparative analysis of pragmatic function between english and chinese euphemism英漢委婉語的語用功能對比分析 abstract euphemism, cosmetic words, is not only a lingual phenomenon, but also a cultural and social phenomenon. it is like a mirror, reflecting the val

5、ues, aesthetic conceptions and moral concepts in some extent. euphemism plays an important part in social communication. it is like lube that avoids hurting the other partys feeling. it oils the human relationship in communication and helps to save face of communicators. if people make full use of e

6、uphemism, it can accelerate and facilitate human communication. this paper elaborates on the features and social functions of euphemism. and it focuses on the relationships between its polite functions and politeness principle. as an important rhetoric means to harmonize interpersonal relationships,

7、 euphemisms are widely used in both chinese and english verbal communication. however, in different context, euphemisms perform different pragmatic functions. based on different pragmatic functions of euphemisms, this article aims to discuss the similarities and differences of chinese and english eu

8、phemisms. this thesis is composed of six parts with chapter four and five as its core: the first chapter focuses on the origin and definitions of euphemism. the second chapter discusses the features of euphemism in many ways. the third chapter talks about the social functions of euphemism from the a

9、ngle of pragmatics. the fourth chapter forms the basis of the whole research by connecting euphemism with politeness and face-saving theory. the fifth chapter centers on euphemism and politeness principle. the last chapter concludes the whole thesis. appropriate use of english euphemism can contribu

10、te a lot to successful message exchange.【key words】euphemism, pragmatic functions, verbal communication摘 要 委婉語是一種語言現(xiàn)象，一種文化現(xiàn)象，更是一種社會現(xiàn)象，在一定程度上， 它反映了社會的價值觀，審美觀和美德觀。委婉語在社會交際中發(fā)揮著重要作用。日常的約定俗成的委婉語能起潤滑劑的作用，通過委婉語，可以避免語言過于直露而給對方造成傷害。 它是語言使用中人們用來協(xié)調(diào)人際關(guān)系的有效潤滑劑，是保全交際各方面子的重要手段。很多中外學(xué)者曾從不同的角度對英語委婉語進(jìn)行了長期的研究并取得了可喜的成果。

11、本文主要研討了委婉語的特點(diǎn)，社會功用，并從語用學(xué)的角度分析了委婉語的社會功用，禮貌原則及面子問題。 委婉語作為一種重要的修辭和表達(dá)手段，在英語和漢語語言交際中使用非常頻繁。委婉語在日常交際中具有不同的語用功能。本文擬從委婉語的語用功能角度，對比分析英漢委婉語的異同。 本文分為六個部分。第四和第五章是文章的重點(diǎn)。第一章主要探討了委婉語的定義及起源。第二章從很多方面概括了委婉語的特點(diǎn)。第三章從語用的角度分析了委婉語的社會功用。第四章把委婉語與禮貌，面子保全論聯(lián)系在一起，是本文的核心。第五章側(cè)重于委婉語貌與禮貌原則的關(guān)系。本文的實(shí)踐意義在于其分析結(jié)論有助于保證信息傳遞的順利進(jìn)行并促進(jìn)人們的日常交流。

12、關(guān)鍵詞： 委婉語，語用功能，口語交流contents1. introduction 12. definition of euphemism 23. the structure of the euphemism principle 33.1 distance principle and relevant principles 3 3.1.1 distance principle 3 3.1.2 relevant principles 43.2 politeness principle and self protection principle 4 3.2.1 politeness princip

13、le 4 3.2.2 leech's self protection principle 54. the formation of english euphemisms 74.1 phonetic devices 74.2 vocabulary devices 74.2.1 loan words 7 4.2.2 using uplifting words 74.2.3 using vague words or expressions 74.2.4 using country names 84.3 grammatical devices 84.3.1 using the past ten

14、se 94.3.2 using the subjunctive mood 94.3.3 using the passive voice 94.3.4 using parentheses 10 4.3.5 using “please” 104.3.6 using tag questions 105. pragmatic function 115.1 taboo function 115.2 covering up function 12 5.3 polite function 136. conclusion 147. bibliography 15introductionin current c

15、hina, english has attracted peoples great attention. the classroom teaching has paid more attention to the communicative ability than the knowledge. the english that most students learnt is “mute english”. in our country, many english learners are only “coping examination”, but not see it as a tool

16、for communication. most of their communication ability is low, which is the actual truth. in the “spoon-feed” classroom, many students only listen to the teacher, but have no opportunities to open their mouths, or students only follow their teacher, but have no interaction. these problems make the s

17、tudents lose their interest and enthusiasm of learning english. hence, the classroom loses the active atmosphere and, at last, is not benefit for fostering the students oral english.1.definition and theoretical basis of interaction1.1 definition of interaction “interaction is the collaborative excha

18、nge of thought, feelings or ideas between two or more people resulting in a reciprocal effect each other.”1 by classroom interaction, we do not just mean verbal exchange such as question answers between the teacher and the students in class. interaction takes various forms. for example, the teacher

19、asks a student a question and the student responds to it. thats teacher-student interaction. in a discussion or group work, the student learns from other students, shares other students opinions, thats student-student interaction or peer interaction. besides verbal communication, nonverbal communica

20、tion, the sending and receiving of non-language cues indicating attitude and feeling, also plays an important part in classroom interaction. this refers to gestures, facial expressions, bodily postures, eye contact etc. for example, interaction occurs when the teacher faces the students, furrows his

21、 brow, nods his head, droops his hand or body or winks his eyes.1.2theoretical basis of interaction with the boosting communication between every country's politics economics and culture, the foreign language social intercourse ability seems to be more important. we know the main purpose of the

22、foreign language teaching lies in developing and helping students to acquire intercourse ability. the interactive type social intercourse teaching method with widows as the representative is becoming a new hot topic of the foreign language teaching method in recent years. the theories foundation of

23、the social intercourse teaching method includes the language social intercourse theories and learning theories. the learning theories include: (1) social intercourse principle, truly involves the activity of the social intercourse, raising the study efficiency; (2) mission principle: language is for

24、 the activity of the completion of mission, raising the study efficiency; (3) meaning principle: learners' interested language materials speed a learning process. according to the following theories, the foreign language classroom should be the field filled with “communication”; the language bec

25、omes the social intercourse means, i.e. “l(fā)earn with the language”. the knowledge and the social intercourse ability acquired depend on hearing, saying, reading, writing and translating. so, we say to train a student the social intercourse ability, actually to want to train a student to hear, say, re

26、ad, write and translate etc. interaction is a process of interacting the ideas and emotion, handing over the information and affecting each other. at present, the core of popular intercourse english teaching theories lies on a point that the intercourse ability cultivating should comply with the pri

27、nciple of "interaction". the process of the language social intercourse is actually the process of information exchange. the classroom is a place that students communicate with the language they have learned. so the teaching should be interactive. under the direction of interactive teachin

28、g method, the traditional teaching in the center of teachers should turn to the students, obeying the way of learning and practice and cultivating the students' intercourse ability through the activities of heuristic language input and practice.1.3 some main interactive modes in the present clas

29、sroom on account of the spoon-feed english teaching in china, the teacher is the lord in classroom. the teachers explanation takes the most time of the classroom. so the teacher cannot afford the sufficient opportunities to practice for students. the students become the negative acceptors in the tea

30、ching process. because of lacking of practice, their ability of using the language is so bad. thus, they face kinds of difficulties in actual intercourse. college english teaching syllabus published by the ministry of education recently requires the students should have the ability of “communicating

31、 information in english” but not the traditional ability of “getting the information in english”. communicating information is a kind of social intercourse本論文由英語論文網(wǎng)提供整理，提供論文代寫，英語論文代寫，代寫論文，代寫英語論文，代寫留學(xué)生論文，代寫英文論文，留學(xué)生論文代寫相關(guān)核心關(guān)鍵詞搜索。 activity. it involves both sides many factors of social intercourses. a

32、key factor is language intercourse. this explains that the social intercourse ability should be enhanced. if wanting to train the student's english exchange ability, we have to adopt efficient classroom teaching method and adopt teacher-student interaction in student-centered intercourse activit

33、ies, and enhance college english classroom teaching.2. the necessity and the principles of following interaction-teaching mode 2.1 the disadvantage of traditional oral english teaching mode at the end of last century, the world entered an age of information. in such an information age, with the incr

34、easing use of computers and internet, the huge globe becomes a global village. these are big changes to us, and because of these changes we renew the attitude of foreign language teaching, the aim of foreign language teaching is to use the target language in communication. china boasts the largest e

35、nglish learning population in the world, and a history of several decades of english teaching and learning. as a foreign language in china, english becomes more and more popular. in these decades, generally, most schools still adopt the following two approaches, which have a common disadvantagelacki

36、ng of oral interaction.2.2 the necessity and merit of taking interaction-teaching modeon account of the spoon-feed english teaching in china, the teacher is the lord in classroom. the teachers explanation takes the most time of the classroom. so the teacher cannot afford the sufficient opportunities

37、 to practice for students. the students become the negative acceptors in the teaching process. because of lacking of practice, their ability of using the language is so bad. thus, they face kinds of difficulties in actual intercourse. college english teaching syllabus published by the ministry of ed

38、ucation recently requires the students should have the ability of “communicating information in english” but not the traditional ability of “getting the information in english”. communicating information is a kind of social intercourse本論文由英語論文網(wǎng)提供整理，提供論文代寫，英語論文代寫，代寫論文，代寫英語論文，代寫留學(xué)生論文，代寫英文論文，留學(xué)生論文代寫相關(guān)核

39、心關(guān)鍵詞搜索。 activity. it involves both sides many factors of social intercourses. a key factor is language intercourse. this explains that the social intercourse ability should be enhanced. if wanting to train the student's english exchange ability, we have to adopt efficient classroom teaching meth

40、od and adopt teacher-student interaction in student-centered intercourse activities, and enhance college english classroom teaching.2.3 oral english interaction-teaching mode should follow the principles in english classroom, teaching activities are interactive activities between the teacher and stu

41、dents. both their tongue and actions affect the classroom atmosphere. so the two sides should follow the principles: (1) guidance principle the teacher guidance principle means conducting the students to hold kinds of activities and creates more opportunities for students to apply the knowledge and

42、skills. “as a language teacher, our main concern is not to inform our students about the language, but to develop their ability to use the language for a variety of communicative purposes.” the teacher is a conductor and monitor in a classroom. and he supervises students communication and gives help

43、 when needed. so the teacher should observe the students process and direction of study at any time so that they lead to a common teaching target.(2) equality principle first, the teacher should place himself on the same position of the same language learning, participate in their activities and exp

44、erience their feelings. if, in the teaching, the teacher would like to and can place himself in the role of the learner, they would deeper understand learners challenge and difficulties, and can strongly feel the students need so that teach them better. second, the teacher should treat each student

45、equally, but not pay more attention to or discriminate against one student. they should respect mutually, trust mutually, and cooperate mutually. it can help remove students stress and anxiety and encourage students to expand creative study spirit.(3) encouragement principle progress, succession, vi

46、ctory, and endorse are hoped by each student. also, they are students motivation of learning. in the teaching process, the teacher should make full use of the encouragement principle, understand each student and observe him or her. a teacher should be good at listening to the students and should lea

47、rn to how to appreciate them, which could set up the commentary consciousness that science and art are combined together, and then encourages them to participate in the classroom intercourse activity actively, especially those introverted students. for them, “the teacher must first discover and elim

48、inate the mental obstacle in foreign language learning.” and improve their application ability of oral english. (4) interest principle the contents of the “interaction” activity should contribute to inspire the students interest. “whether the students are more active or not is the one of key factors

49、 of determining the teaching effect.” the tedious teaching is the performance that takes no responsibility to the student. english differs from other foundation academics. english is not only a knowledge lesson, but also a practice lesson. if we cannot arouse the students interest, they will feel le

50、arning english is drudgery. in the teaching, thus, we should increase interest, fully consider students request of the interest of teaching content in the process本論文由英語論文網(wǎng)提供整理，提供論文代寫，英語論文代寫，代寫論文，代寫英語論文，代寫留學(xué)生論文，代寫英文論文，留學(xué)生論文代寫相關(guān)核心關(guān)鍵詞搜索。 of teaching designing, and stirs up maximally the students intere

51、st in the study.3. personal interaction in the oral english teaching3.1 the relationship between the teacher and studentsin order to make the classroom interaction more effective, the importance of the relationship between the teacher and the student cannot be overlooked. a good teacher ought to kno

52、w his students well, for understanding of the students' background provides an important basis for the teacher's planning at each step of the teaching process. “both the organization of the classroom and the process of acquisition are achieved through the teachers talk.” so the teacher shoul

53、d use the appropriate words. a sound relationship needs to be established on the basis of mutual respect between the teacher and students. respect for people is considered as an essential part of education and the most important contributor to good rapport between the teacher and students. when the

54、teacher comes to a class, he gets a first impression of it. if he is interested in the class, he will work hard to meet the students' expectations. on the students' part, as they see their teacher so enthusiastic about and interested in them, they will participate actively to cooperate with the teacher and help create a climate within the classroom. as a result, both the teacher and students will become equally responsible for themselves and the class. the more harmoni