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双语语用能力是双语研究中较少关注的议题。本文主要探讨成年双语者习得的语言及其相关社会-文化如何影响原有的语用知识与能力。作者假定双语者已具备一种由母语主导的语用能力,该能力可根据习得语言的社会-文化要求作出调整。母语语用能力发展与第二语言语用能力发展两者之间存在根本性差异,前者主要受制于社会-文化环境,后者则主要取决于个人的意愿和喜好。母语的语言发展过程与相关社会-文化的积累过程齐头并进,是一种潜意识、自动化、本能的过程,该过程主要依赖于社会-文化环境的性质及其直接接触,个人意愿对于社会技能和知识的获取影响有限。双语语用能力的发展过程则迥然不同,其主要特点是双语者可调控自己对二语的相关社会-文化范式和规约的接受程度。个人可根据自我调控、意识和意愿去调整现有的技能和行为模式,并选择性地获取某些社会技能,从而影响二语语用能力的发展过程。
Bilingual pragmatic competence is a topic of less concern in bilingual studies. This article explores how the languages learned by adult bilinguals and their associated socio-cultural influences the original pragmatic knowledge and abilities. The authors assume that bilingual speakers already possess a native-language pragmatic competence that can be adjusted according to the socio-cultural requirements of the acquired language. There is a fundamental difference between the development of pragmatic competence in mother tongue and the development of pragmatic competence in second language. The former is mainly controlled by the socio-cultural environment while the latter mainly depends on the individual’s wishes and preferences. The process of linguistic development in mother tongues goes hand in hand with the related social-cultural accumulation process is a subconscious, automated and instinctive process that relies mainly on the nature of the socio-cultural environment and its direct contact, and the individual will to social skills and knowledge Access is limited. The development of bilingual pragmatic competence is very different. Its main feature is that bilinguals can regulate their acceptance of the relevant social-cultural paradigms and statutes of second language. Individuals can adjust existing skills and behavior patterns based on self-regulation, awareness and willingness and selectively acquire certain social skills to influence the development of second language pragmatic competence.