论文部分内容阅读
互动能力指会话参与者共同构建意义的能力,以往研究从语用、测试、二语习得、认知等角度研究了外语学习者在不同类型对话或讨论中的互动能力,但已有研究中的对话双方立场不对立,并非求异的论辩式话语。同时对求异话语为强势-强势互动还是合作式互动还存在异议,因此本研究从会话的平等性和交互性出发,分析了中英大学生论辩式话语同质语料,发现中国学生互动的平等性较高但交互性不足,体现在他们较少延展他人话题,同时互动性反馈不足且形式较为单一。通过提问、评价、信息组织和共情等策略延展他人话题,在充分考虑对方立场的前提下委婉而坚定地表明立场,并通过多样的反馈积极参与会话并合理说服对方,在表达异议的同时保证会话的交互性,都是论辩式话语的核心特征。
The interactive ability refers to the ability of the participants of the conversation to jointly construct the meaning. Previous studies have studied the interactive ability of foreign language learners in different types of dialogues or discussions from the aspects of pragmatics, testing, second language acquisition and cognition. However, The two sides of the dialogue are not opposed to each other. They are not different arguments of discourse. At the same time, there are still some objections to the difference-strong interaction or cooperative interaction between different utterances. Therefore, based on the equality and interaction of conversational conversations, this study analyzes the homophones of argumentation discourse between Chinese and British students and finds the equality of Chinese students’ interaction Higher but less interactive, reflected in their less extended other topics, while lack of interactive feedback and a relatively simple form. Extend the topic of others through tactics such as questioning, evaluation, information organization and empathy, euphemistically and steadfastly show their positions on the premise of fully considering each other’s position, actively participate in conversations through various feedbacks and reasonably persuade each other, and at the same time guarantee the objections The interactivity of conversation is a core feature of discursive discourse.