Pragmatic Failure in English Writing文档格式.docx
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Pragmatic Failure in English Writing文档格式.docx
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G.kasperandS.Blum-KulkaconsidertransferastheinfluenceresultingfromthesimilarItiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfecly)acquired.Themainobstacletolearners'
EnglishwritingappearstobetheirrestrictedL2linguisticknowledge,ordifficultyinaccessingitsmoothly.Somenativespeakers,althoughperfectlycompetentintheusesandinterpretationofthepatternsofspeechbehaviorwhichprevailintheirowncommunitiesarenotevenevenawareofthepatternednatureoftheirspeechbehavior.Thisstudymainlyfocusonpragmaticfailureinstudents'
Englishwriting.Inthesecondsection,theauthordoesanerroranalysisoflanguageexpressionsthatarecontextuallyandsociallyinappropriate.Theessayaimstoraisestudents'
concernontheirpragmaticerrorstriggeredbyL1transferandgivesomeadviceonEnglishwriting.
Keywords :
negativepragmatictrasfer,Englishwriting1.Introduction
Writingisavisualrepresentationofspeechinwritingandspeakingthelanguagelearnerisengagedincommunicatingtheideasandfeelings.Writingdemandsconsciousintellectualeffort,s
whichisaprocessofmentallyencoding.Howeve,rinthisprocess,manystudentshavemademany
pragmaticerrorsintheirwriting.Mothertongueisoneofthemainfactorsthataffectstudents'
Englishwritingability.Writingisknownasoneoftheproductiveskills.Soitisnecessarytoraisestudents'
pragmaticawarenessinwritingwiththepurposeofimprovingtheirwritingability.
2.Pragmaticfailure
2.1PragmalinguisticfailureinEnglishwriting
Pragmalinguisticfailureisdefinedasthelackofpragmaticknowledge ,whichcouldbeconsideredstraightforwardlyaspartofthegrammar.ItiscommontofindstudentsmakeerrorsincollocationduetotheirimpactoftheirmothertonguewhentheywriteanEnglishcomposition.Takethestudent'
swritingforexample.Example1,Theireconomicbasisisgood.Inthisinstance,"
basic"
shouldbemodifiedby"
solidorsound"
ratherthan"
good"
althoughitsoundsfeasibleinChinese.AlackofL2pragmalinguisticsophisticationorpurposefulloyaltytoL1culturalpatternshassomebearingsonEnglishwriting.Example2,Withmoreandmorewomenstepintowork,womenseemtobehappierthanhousewives.Theverbphrase"
stepinto"
couldn'
tmodifythenoun"
work"
properly."
Stepinto"
means"
intervention"
,sothesentenceshouldberectifiedinto"
withmoreandmorewomeninwork,womenseemtobehappierthanhousewives"
.Aswecansee,somestudentsonlyknowthedenotationofthesewordsbuttheydon'
thaveagoodcommandoftheirconotatio,n
usageandculturalnormsunderlyingthesewords.Example3,Heiseasiertowinthepraise.Thesentenceshouldbetrascribledinto"
Itiseasierforhertowinthepraise"
.Itshowsthatthestudent
borrowexpressionsfromhismothertonguewithouttakingcontentintoaccoun,twhichmakeshim
inabletoarticulatewhataccordswithtargetlanguage.Example4,Duringthecollegetime,theylearnedalotofknowledge,notfocusedononeside.Theimproperverbandnouncombinationisascribabletothestudent'
smechanicallyborrowingtheexpression"
learnknowledge"
fromhismothertongue.IntheU.S.culture,nativespeakersprefertouse"
obtain,acquire,gainorgather"
tomodify"
knowledge"
.
2.2SociopragmaticfailureinEnglishwriting
Sociopragmaticsisconcernedwiththerulesandconventionsofsituationally,culturallyandsociallyappropriateandacceptablelanguageuse.Thisincludesknowledgeabout"
thetaboo,smutualrights,obligationsandconventionalcoursesofactionthatapplyinagivenspeechcommunity."
(Roever,2006,230)SomestudentsnegativelytransfersociopragmaticnormsfromL1intotargetlanguage.Thelexicalitemsorsyntacticstructureareusedinawaythatdoesn'
tconveyvalueorientationoftargetcommunity.Example1,Inourdailylife,wecanseesomethingssuchas"
hastemakeswaste"
.Weallknowthesaying"
eatingonecan'
tbeafatman"
.Accordingtothecontex,tthestudentwantstomakeitclearthatitishardtoachievehisanticipatedgoalsifoneistooeagerforquicksuccessandinstantbenefit.However,heoverlookedculturalmeaningattachedtotargetlanguage.Theproverbshouldbe"
Romewasnotbuiltinoneday"
or"
Anoakisnotfelledatonestroke"
.Example2,Thekindlyoldgrannywouldtelltheoldmythsandstoriesaboutthemoon."
Old"
inwesterncountriesisoftenavoidedtotalkabout.Theimplicationof"
old"
inwesterncountriesdiffersfromthatinChineseculture.Therefore,"
kindlygranny"
ismorecompatibleinthissentence.
3.Implicationandconclusion
Forlanguageuserstobepragmaticallysuccessfully ,theymustbeabletoconsider,selectandcombineelementsfromthesetwoareasinaccordancewiththeirillocutionar,ypropositionalandmodalgoals.AsforEnglishwriting,studentsshouldlearntorecognizeasituationallyappropriatespeechstyleandproduceit.Studentsshouldtakethefactorsoflocalcontextaswellaslanguagevariablesintoaccount.Besides,itisessentialforstudentstominimizetheeffectsofnegativetransfer.Studentsmustbuildasolidlinguisticfoundation.Englishteachersalsoplaysignificantpartintheprocessofwritingteaching.Theteachercanadoptthecomparativeteachingmethodtoenhancethestudents'
abilitiestodistinguishbetweentheirmothertongueandsecondlanguage.Lastbutnotleas,tstudents'
logicthinkingpowermustbeputintopriority,forchinesestudentsareoftenweakinit.Consequently,theycanexpresstheirideasmoreauthenticallyandappropriatelywhentheywriteanEnglishcomposition.
References
[1]GabrieleKasper ,ShoshanaBlum-Kulka.(1993).InterlanguagePragmatics.OxfordUniversityPress,Inc,7-10.
作者简介
蒋艳华(1994-),女,云南师范大学外国语学院研究生在读。
研究方向:
语用学、应用语言学。
(作者单位:
云南师范大学外国语学院)
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