山西大學(xué)外國(guó)語(yǔ)學(xué)院吳亞欣演示教學(xué)

言語(yǔ)誤解的潛在性：理論闡釋山西大學(xué)外國(guó)語(yǔ)學(xué)院吳亞欣Subject:Hi,Mary.Howistheworkgoing?Experimenter:Whatdoyoumean,“Howisitgoing?”Doyoumeanmentallyorfinancially?Subject:Imean“Howisitgoing?”What’sthematterwithyou?Experimenter:Nothing.Couldyoujustexplainalittleclearerwhatyouwanttoknow?Subject:Skipit.Howisthatnewprojectcoming?Experimenter:Whatdoyoumean,“Howisitcoming?”Subject:YouknowwhatImean.Experimenter:Ireallydon’t.Subject:What’sthematterwithyou?Areyousick?ExampleOne“Languageuseandcommunicationareinfactpervasivelyandevenintrinsicallyflawed,partial,andproblematic”(Coupland,Giles&Wiemann,1991,p.3)“during

the

process

of

interpersonal

communication,

participants

tolerate

a

rather-high

degree

of

non-acknowledged,

unresolved

potential

misunderstanding”

(Blum-Kulka

&

Wiezman,1989)Co-pilot:Boy,thisisa,thisisalosingbattlehereontryingtode-icethosethings,it(gives)youafalsefeelingofsecurity,that’sallthatdoes.

Shortlyaftertheyweregivenclearancetotakeoff,heagainexpressedconcern:

Co-pilot:Let’scheckthesetopsagainsincewebeensettinghereawhile.Captain:Ithinkwegettogohereinaminute.Whentheywereabouttotakeoff,theco-pilotcalledattentiontotheengineinstrumentreadings,whichwerenotnormal:

Co-pilot:Thatdon’tseemright,doesit?(3-secondpause).Ah,that’snotright.(2-secondpause)(Well)…Captain:Yes,itis,there’seighty.Co-pilot:Naw,Idon’tthinkthat’sright.(7-secondpause)Ah,maybeitis.Captain:Hundredandtwenty.Co-pilot:Idon’tknow.Thetakeoffproceeded,andthirty-sevensecondslaterthepilotandco-pilotexchangedtheirlastwords:Co-pilot:Larry,we’regoingdown,Larry.Captain:Iknowit.((Soundofimpact))(Tannen1994:92-93)“…allwordshavemultiplemeanings.Thesemeaningsarenarroweddownbythecontextinwhichthewordsareused.”(Heyman,1994,p.9)語(yǔ)言的意義依賴(lài)于語(yǔ)境指示性(Indexicality)Thecaryousawtodayandintendtobuytomorrow,somebodysawyesterdayandintendstobuytoday.(SigndisplayedinaMazdashowroom)(CitedfromGrundy,2000,p.22)ExampleThreeImeanifyoucomethiswayyou’reintothere’saroadhereandthere’sacirculatingringroadandifyoucomethiswaythere’saverytightcornerhere.(Grundy,2000,p.36)ExampleFour

(Costello)OntheSaintLouisteamwehaveWho’sonfirst,What’sonsecond,IDon’tKnow’sonthird.(Abbott)That’swhatIwanttofindout.IwantyoutotellmethenamesofthefellowsontheSaintLouisteam.(Costello)I,I’mtellingyouWho’sonfirst,What’sonsecond,IDon’tKnow’sonthird.(Abbott)Youknowthefellow’snames?(Costello)Yes.(Abbott)Wellthen,Who’splayingfirst?(Costello)Yes.(Abbott)Imean,thefellow’snameonfirstbase.ExampleFive(Costello)Who.(Abbott)ThefellowplayingfirstbaseforSaintLouis.(Costello)Who.(Abbott)Theguyonfirstbase.(Costello)Whoisonfirst.(Abbott)Well,whatareyouaskingmefor?(Costello)I’mnotaskingyou,I’mtellingyou,Whoisonfirst.(Abbott)I’maskingyou:Who’sonfirst?“Themeaning(oflanguage)dependsonourinterpretation,whichisbasedonthecontext;atthesametime,thecontextisalsoaninterpretation.Meaning(oflanguage)andcontexteachprovidethegroundsfortheother.”(Heyman,1994,p.10)這次全國(guó)語(yǔ)用學(xué)研討會(huì)是最有地方特色的一次研討會(huì)。ExampleSix語(yǔ)言的反身性：語(yǔ)言使用的語(yǔ)境要靠語(yǔ)言的意義來(lái)界定?；蛘邠Q句話講，語(yǔ)言的意義和語(yǔ)境之間是互相界定的。反身性（Reflexivity）OnedayasDavidwaswalkingdownthehall,hisbosscalledhimintoherofficeandsaid,“David,whatdoyouthinkofaffirmativeaction?”David’simmediateresponsewas“Itcertainlyhasn’thurtourcompany.Especiallysincewedependongovernmentcontractsformuchofourwork.”Lookingserious,hisbossthenresponded,“Yes,

Iknow,butIwasthinkingofaffirmativeactionwithrespecttomysonwhoisapplyingtolawschoolthisyear.He’safraidthathemightnotgetinunlesshescoresreallyhighonthelawaptitudetestbecausesomanywomenandminoritygroupsareapplying”(.(CitedfromHeyman,1994,p.18)ExampleSeven“Much–evenmost-meaninginconversationdoesnotresideinthewordsspokenatall,butisfilledinbythepersonlistening.Eachofusdecideswhetherwethinkothersarespeakinginthespiritofdifferingstatusorsymmetricalconnection.Thelikelihoodthatindividualswilltendtointerpretsomeoneelse’swordsasoneortheotherdependsmoreonthehearer’sownfocus,concerns,andhabitsthanonthespiritinwhichthewordswereintended.”(Tannen,1990,p.37)主體性：人對(duì)世界認(rèn)識(shí)及其表征的個(gè)體差異性。差異的可能原因：交際的環(huán)境，交際者的性別、性格、喜好、情感狀態(tài)、交際時(shí)所關(guān)心的事情、意圖、習(xí)慣、成長(zhǎng)中所接受的文化等。主體性（Subjectivity）EgyptianpilotsradioedtheirintentiontolandatanairbaseonCyprusandtheGreektrafficcontrollersreportedlyrespondedwithsilence.TheGreeksintendedtherebytoindicaterefusalofpermissiontoland,buttheEgyptiansinterpretedsilenceasassent.TheresultofthemisunderstandinginthiscasewasthelossofanumberofliveswhenGreeksfiredontheplanesastheyapproachedtherunway.(Saville-Troike,1985p.11)ExampleEight

(Aispreparingamealinthekitchen.Bisinthelivingroomnexttoit.Both

roomsareconnectedbyadoor.)(8.1)A:Iwanttohearthenews.Keepthedooropen.(8.2)B:That'snotpossible.Ourneighbourisathome.(8.3)A:Keepthedooropen.Iamcoming.(E.Weigand/JournalofPragmatics31(1999)763-785777)ExampleNine心理傾向指的是由于受心理或社會(huì)因素的影響，人會(huì)做出非理性的錯(cuò)誤判斷的傾向，是認(rèn)知科學(xué)和社會(huì)心理學(xué)研究的一種現(xiàn)象，可分為動(dòng)機(jī)傾向（motivationalbiases）和認(rèn)知傾向（cognitivebiases），前者指的是人們傾向于進(jìn)行和自己的需要和愿望相一致的推理，避免做和自己的需要和愿望相悖的推理，受此類(lèi)動(dòng)機(jī)影響，很容易導(dǎo)致非理性的推理錯(cuò)誤；后者是由于受人們認(rèn)知能力所限，無(wú)法顧及和加工所有可為其所用的信息，而導(dǎo)致系統(tǒng)性的偏離常規(guī)和標(biāo)準(zhǔn)的推理錯(cuò)誤。無(wú)論是哪種心理傾向，都是在非理性的、主觀心理因素的影響下表現(xiàn)出的對(duì)多個(gè)可能的判斷和結(jié)論中的某一個(gè)判斷的偏好（KruglanskiandAjzen1983）。

心理傾向性(Psychological

biases)匹配傾向（matchingbias）注意傾向（attentionalbias）信念傾向（beliefbias）證實(shí)傾向（confirmationbias）代表性（representativeness）可及性（availability）、基點(diǎn)與調(diào)整（anchoringandadjustment）三種經(jīng)驗(yàn)推理方法…….（成人A和小孩B一起散步。A手里拿著B(niǎo)想要玩的皮球和B在路上采的花。過(guò)了一會(huì)兒，A讓B拿住皮球。）

（1）A:Canyouholdtheball?(AgivesBtheball)（2）B:Andyoukeeptheflower.（3）A:Doyouwantit?（4）B:No,youkeepit.（摘自Weigand1999）ExampleTen(席間)A:今天早上真冷，都打不著車(chē)。B：今天你打車(chē)上班的？C：現(xiàn)在的車(chē)都先進(jìn)了，天再冷，一般也可以打著。A：第一下沒(méi)打著。B：我還以為你打的上班了呢。C：你怎么會(huì)這么理解呢？難道你不知道天冷的時(shí)候車(chē)不容易發(fā)動(dòng)嗎？B：知道啊!A前一段時(shí)間因?yàn)榻?jīng)常堵車(chē)，就沒(méi)開(kāi)車(chē)，打過(guò)一段時(shí)間的。C：噢。這點(diǎn)我不知道。

ExampleElevenOldLady1:“IsthisstopBloomington?”Anoldladyaskedthebusdriver.Driver1: