With the popularization of social media,stickers have become an important tool for young students to express themselves and resist mainstream culture due to their unique visual and emotional expressiveness.Most existi...With the popularization of social media,stickers have become an important tool for young students to express themselves and resist mainstream culture due to their unique visual and emotional expressiveness.Most existing studies focus on the negative impacts of spoof stickers,while paying insufficient attention to their positive functions.From the perspective of multimodal metaphor,this paper uses methods such as virtual ethnography and image-text analysis to clarify the connotation of stickers,understand the evolution of their digital dissemination forms,and explore the multiple functions of subcultural stickers in the social interactions between teachers and students.Young students use stickers to convey emotions and information.Their expressive function,social function,and cultural metaphor function progress in a progressive manner.This not only shapes students’values but also promotes self-expression and teacher-student interaction.It also reminds teachers to correct students’negative thoughts by using stickers,achieving the effect of“cultivating and influencing people through culture.”展开更多
This paper focuses on the teaching of tea culture terminology translation against the backdrop of digital transformation in education.Based on the theory of pragmatic relevance,the research emphasizes shifting the foc...This paper focuses on the teaching of tea culture terminology translation against the backdrop of digital transformation in education.Based on the theory of pragmatic relevance,the research emphasizes shifting the focus of translation from static linguistic equivalence to more dynamic communicative effectiveness.This paper advocates the flexible application of various strategies.These include literal translation,free translation,transliteration with annotation,and adaptive translation based on the target audience’s cognitive context.The paper innovatively proposes digitally-enabled teaching implementation paths,including constructing modular online courses,building intelligent terminology case databases,conducting cloud-based workshops on translation,and implementing industry-academia collaborative project practices.These aim to reshape the teaching process utilizing digital technology,effectively cultivating higher vocational students’cultural communication abilities and practical translation skills,thereby providing high-quality language service talent support for the internationalization of Chinese tea culture.展开更多
Flipped is a book written by American author Wendelin Van Draanen. It is a novel about young teenagers and was adapted into the famous film of the same name in 2010. The thesis employs speech acts, as pioneered by Joh...Flipped is a book written by American author Wendelin Van Draanen. It is a novel about young teenagers and was adapted into the famous film of the same name in 2010. The thesis employs speech acts, as pioneered by John Austin and further developed by John Searle, to investigate the influence of dialogues on characterization and plot development in Flipped. By exploring the theory of speech acts presented in dialogues between characters, the author deciphers the underlying intentions embodied in the dialogues and demonstrates the importance of the use of speech acts in dialogues in revealing the characters, driving the development of the plot and expressing the theme of the text.展开更多
This conceptual study proposes a pedagogical framework that integrates Generative Artificial Intelligence tools(AIGC)and Chain-of-Thought(CoT)reasoning,grounded in the cognitive apprenticeship model,for the Pragmatics...This conceptual study proposes a pedagogical framework that integrates Generative Artificial Intelligence tools(AIGC)and Chain-of-Thought(CoT)reasoning,grounded in the cognitive apprenticeship model,for the Pragmatics and Translation course within Master of Translation and Interpreting(MTI)programs.A key feature involves CoT reasoning exercises,which require students to articulate their step-by-step translation reasoning.This explicates cognitive processes,enhances pragmatic awareness,translation strategy development,and critical reflection on linguistic choices and context.Hypothetical activities exemplify its application,including comparative analysis of AI and human translations to examine pragmatic nuances,and guided exercises where students analyze or critique the reasoning traces generated by Large Language Models(LLMs).Ethically grounded,the framework positions AI as a supportive tool,thereby ensuring human translators retain the central decision-making role and promoting critical evaluation of machine-generated suggestions.Potential challenges,such as AI biases,ethical concerns,and overreliance,are addressed through strategies including bias-awareness discussions,rigorous accuracy verification,and a strong emphasis on human accountability.Future research will involve piloting the framework to empirically evaluate its impact on learners’pragmatic competence and translation skills,followed by iterative refinements to advance evidence-based translation pedagogy.展开更多
Although a large number of studies have focused on various aspects of politeness,very little is known about how politeness intention is activated cognitively during verbal communication.The present study aims to explo...Although a large number of studies have focused on various aspects of politeness,very little is known about how politeness intention is activated cognitively during verbal communication.The present study aims to explore the cognitive mechanism of politeness intention processing,and how it is related to pragmatic failure during cross-cultural communication.Using 30 Chinese EFL university students who were instructed to finish a probe word judgment task with 96 virtual scenarios,the results indicate that within both mono-and cross-cultural contexts,the response time in the experimental scenarios was significantly slower than that of the filler scenarios.This suggests that politeness intention was activated while understanding the surface meaning of the conversation;however,the EFL learners could not completely avoid the negative transfer of their native politeness conventions when they were comprehending the conversational intention of the target language.Furthermore,no significant differences in response time were found between the groups with high and low English pragmatic competence,illustrating that transferring the pragmatic rules and principles into cross-cultural communication skills was more cognitively demanding.Overall,this study adds to the literature on politeness research and provides some implications for foreign language pragmatic instructions.展开更多
This study investigates the differences in pragmatic competence between Hong Kong and Chinese mainland university students.Participants included 19 native speakers of English,115 Chinese mainland students,divided into...This study investigates the differences in pragmatic competence between Hong Kong and Chinese mainland university students.Participants included 19 native speakers of English,115 Chinese mainland students,divided into those who had spent time abroad in an English-speaking country(CM A)and those who had not(CM NA),and 97 Hong Kong students,divided into those from an English-medium secondary school(Hong Kong EMI)and those from a Chinese-medium school(Hong Kong CMI).Linguistic proficiency was measured by a C-test,and pragmatic competence by a Metapragmatic Knowledge Test,an Irony Test and a Monologic Role Play.Group scores were compared using ANCOVAs to control for differences in proficiency.The results point to a continuum of pragmatic competence—EMI>CMI>CM A>CM NA—reflecting the groups’access to English in real-life contexts.The differences between the Hong Kong groups and the Chinese mainland groups were clearest in those tests measuring processing capacity(i.e.,Irony Response Time and the Monologic Role Play).CM A,but not CM NA,performed as well as the Hong Kong groups on measures of metapragmatic awareness.The results are discussed in terms of Bialystok’s(1993)distinction between analyzed representation and control of processing.展开更多
This paper applies Newmark’s communicative translation and semantic translation theory to analyzing the English translation of Chinese public signs and its pragmatic functions. It finds that communicative translation...This paper applies Newmark’s communicative translation and semantic translation theory to analyzing the English translation of Chinese public signs and its pragmatic functions. It finds that communicative translation is typically used to fulfill the communicative function of public signs. Both communicative and semantic translation are employed to adapt to different situational contexts, in order to preserve the pragmatic functions of the Chinese public signs. The differences between Chinese and English lead to pragmatic errors in translation, making the translator’s bilingual proficiency and familiarity with English culture necessary. The fundamental principle of public sign translation is to be concise and clear, which often requires modifying some complex rhetorical devices from Chinese in translation.展开更多
A core issue in foreign language teaching is to foster actual competence of language learners to practically utilize language, which is called pragmatic competence. But compared with traditional linguistic competence,...A core issue in foreign language teaching is to foster actual competence of language learners to practically utilize language, which is called pragmatic competence. But compared with traditional linguistic competence, the levels of their pragmatic competence need to be further understood. Thus it is essential to make an investigation into this. From the investigation results it is expected to reveal from which aspects teachers and students should carry on in order to improve pragmatic competence and meet foreign language learning need in new age.展开更多
This study combs through the frequently cited papers on L2 pragmatic competence of Chinese tertiary-level students from CNKI,and analyzes the research methods used in these studies.The findings are:Metapragmatic judge...This study combs through the frequently cited papers on L2 pragmatic competence of Chinese tertiary-level students from CNKI,and analyzes the research methods used in these studies.The findings are:Metapragmatic judgement item,discourse completion task,role play,and verbal reports are the most widely used instruments in the study of L2 pragmatic competence of Chinese tertiary-level students.Besides,other methods like natural comprehension and elicited conversation have received more attention in recent years.展开更多
This paper explains the pragmatic perspective in modern pragmatics by commenting on Verschueren's book UnderstandingPragmatics.At the beginning,historical development is given as necessary background information.T...This paper explains the pragmatic perspective in modern pragmatics by commenting on Verschueren's book UnderstandingPragmatics.At the beginning,historical development is given as necessary background information.Then a brief introduction about thebook is given to illustrate the author's perspective in pragmatics.Particularly,a discussion about the essence of the book is made by ex-plaining Verschueren's opinion:A pragmatic perspective is interdisciplinary.Finally,the author makes a comment on Verschueren'sbook and his theory.展开更多
Of the two types of pragmatic presuppositions to produce humor,i.e.,generation of pragmatic presuppositions and defeasibility of pragmatic presuppositions,the latter one receives particular attention because of its un...Of the two types of pragmatic presuppositions to produce humor,i.e.,generation of pragmatic presuppositions and defeasibility of pragmatic presuppositions,the latter one receives particular attention because of its unique humorous effect.Further analysis reveals that defeasibility occurs in context conflicts and in the deliberate interpretation of utterances’literal meaning by the listener.展开更多
Negative pragmatic transfer (NPT) is nothing but a difference of saying things between non native speakers and native speakers. It occupies an important position in interlanguage pragmatics whose mission is to scrutin...Negative pragmatic transfer (NPT) is nothing but a difference of saying things between non native speakers and native speakers. It occupies an important position in interlanguage pragmatics whose mission is to scrutinize how non native speakers do things with words with L2. This paper reported that 4 NPT related aspects have been heavily documented in the current literature: 1) L1 negative pragmatic transfers at the speech act level; 2) the distinction between negative pragmalinguistic and sociopragmatic transfers; 3) conditions of negative pragmatic transfers; and 4) native speaker’s attitudes towards L1 negative pragmatic transfers. Consequently, issues for future studies are also raised.展开更多
Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method c...Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method contradicts the development of communicative language competence advocated in recent decades.However,I positively argue that GTTM in English class,as a comparative and intercultural model,should be given a due reconsideration to improve L2 learners' pragmatic competence.展开更多
文摘With the popularization of social media,stickers have become an important tool for young students to express themselves and resist mainstream culture due to their unique visual and emotional expressiveness.Most existing studies focus on the negative impacts of spoof stickers,while paying insufficient attention to their positive functions.From the perspective of multimodal metaphor,this paper uses methods such as virtual ethnography and image-text analysis to clarify the connotation of stickers,understand the evolution of their digital dissemination forms,and explore the multiple functions of subcultural stickers in the social interactions between teachers and students.Young students use stickers to convey emotions and information.Their expressive function,social function,and cultural metaphor function progress in a progressive manner.This not only shapes students’values but also promotes self-expression and teacher-student interaction.It also reminds teachers to correct students’negative thoughts by using stickers,achieving the effect of“cultivating and influencing people through culture.”
基金Special Project of Higher Education in the 2023,Educational Science Planning Project of the Leading Group Office of the Guangdong Provincial Educational Science Planning,“Research on the New Forms of Foreign Language Teaching in Guangdong Higher Vocational Colleges under the Background of Education Digitization”(Project No.:2023GXJK1052)。
文摘This paper focuses on the teaching of tea culture terminology translation against the backdrop of digital transformation in education.Based on the theory of pragmatic relevance,the research emphasizes shifting the focus of translation from static linguistic equivalence to more dynamic communicative effectiveness.This paper advocates the flexible application of various strategies.These include literal translation,free translation,transliteration with annotation,and adaptive translation based on the target audience’s cognitive context.The paper innovatively proposes digitally-enabled teaching implementation paths,including constructing modular online courses,building intelligent terminology case databases,conducting cloud-based workshops on translation,and implementing industry-academia collaborative project practices.These aim to reshape the teaching process utilizing digital technology,effectively cultivating higher vocational students’cultural communication abilities and practical translation skills,thereby providing high-quality language service talent support for the internationalization of Chinese tea culture.
文摘Flipped is a book written by American author Wendelin Van Draanen. It is a novel about young teenagers and was adapted into the famous film of the same name in 2010. The thesis employs speech acts, as pioneered by John Austin and further developed by John Searle, to investigate the influence of dialogues on characterization and plot development in Flipped. By exploring the theory of speech acts presented in dialogues between characters, the author deciphers the underlying intentions embodied in the dialogues and demonstrates the importance of the use of speech acts in dialogues in revealing the characters, driving the development of the plot and expressing the theme of the text.
文摘This conceptual study proposes a pedagogical framework that integrates Generative Artificial Intelligence tools(AIGC)and Chain-of-Thought(CoT)reasoning,grounded in the cognitive apprenticeship model,for the Pragmatics and Translation course within Master of Translation and Interpreting(MTI)programs.A key feature involves CoT reasoning exercises,which require students to articulate their step-by-step translation reasoning.This explicates cognitive processes,enhances pragmatic awareness,translation strategy development,and critical reflection on linguistic choices and context.Hypothetical activities exemplify its application,including comparative analysis of AI and human translations to examine pragmatic nuances,and guided exercises where students analyze or critique the reasoning traces generated by Large Language Models(LLMs).Ethically grounded,the framework positions AI as a supportive tool,thereby ensuring human translators retain the central decision-making role and promoting critical evaluation of machine-generated suggestions.Potential challenges,such as AI biases,ethical concerns,and overreliance,are addressed through strategies including bias-awareness discussions,rigorous accuracy verification,and a strong emphasis on human accountability.Future research will involve piloting the framework to empirically evaluate its impact on learners’pragmatic competence and translation skills,followed by iterative refinements to advance evidence-based translation pedagogy.
文摘Although a large number of studies have focused on various aspects of politeness,very little is known about how politeness intention is activated cognitively during verbal communication.The present study aims to explore the cognitive mechanism of politeness intention processing,and how it is related to pragmatic failure during cross-cultural communication.Using 30 Chinese EFL university students who were instructed to finish a probe word judgment task with 96 virtual scenarios,the results indicate that within both mono-and cross-cultural contexts,the response time in the experimental scenarios was significantly slower than that of the filler scenarios.This suggests that politeness intention was activated while understanding the surface meaning of the conversation;however,the EFL learners could not completely avoid the negative transfer of their native politeness conventions when they were comprehending the conversational intention of the target language.Furthermore,no significant differences in response time were found between the groups with high and low English pragmatic competence,illustrating that transferring the pragmatic rules and principles into cross-cultural communication skills was more cognitively demanding.Overall,this study adds to the literature on politeness research and provides some implications for foreign language pragmatic instructions.
文摘This study investigates the differences in pragmatic competence between Hong Kong and Chinese mainland university students.Participants included 19 native speakers of English,115 Chinese mainland students,divided into those who had spent time abroad in an English-speaking country(CM A)and those who had not(CM NA),and 97 Hong Kong students,divided into those from an English-medium secondary school(Hong Kong EMI)and those from a Chinese-medium school(Hong Kong CMI).Linguistic proficiency was measured by a C-test,and pragmatic competence by a Metapragmatic Knowledge Test,an Irony Test and a Monologic Role Play.Group scores were compared using ANCOVAs to control for differences in proficiency.The results point to a continuum of pragmatic competence—EMI>CMI>CM A>CM NA—reflecting the groups’access to English in real-life contexts.The differences between the Hong Kong groups and the Chinese mainland groups were clearest in those tests measuring processing capacity(i.e.,Irony Response Time and the Monologic Role Play).CM A,but not CM NA,performed as well as the Hong Kong groups on measures of metapragmatic awareness.The results are discussed in terms of Bialystok’s(1993)distinction between analyzed representation and control of processing.
文摘This paper applies Newmark’s communicative translation and semantic translation theory to analyzing the English translation of Chinese public signs and its pragmatic functions. It finds that communicative translation is typically used to fulfill the communicative function of public signs. Both communicative and semantic translation are employed to adapt to different situational contexts, in order to preserve the pragmatic functions of the Chinese public signs. The differences between Chinese and English lead to pragmatic errors in translation, making the translator’s bilingual proficiency and familiarity with English culture necessary. The fundamental principle of public sign translation is to be concise and clear, which often requires modifying some complex rhetorical devices from Chinese in translation.
文摘A core issue in foreign language teaching is to foster actual competence of language learners to practically utilize language, which is called pragmatic competence. But compared with traditional linguistic competence, the levels of their pragmatic competence need to be further understood. Thus it is essential to make an investigation into this. From the investigation results it is expected to reveal from which aspects teachers and students should carry on in order to improve pragmatic competence and meet foreign language learning need in new age.
文摘This study combs through the frequently cited papers on L2 pragmatic competence of Chinese tertiary-level students from CNKI,and analyzes the research methods used in these studies.The findings are:Metapragmatic judgement item,discourse completion task,role play,and verbal reports are the most widely used instruments in the study of L2 pragmatic competence of Chinese tertiary-level students.Besides,other methods like natural comprehension and elicited conversation have received more attention in recent years.
文摘This paper explains the pragmatic perspective in modern pragmatics by commenting on Verschueren's book UnderstandingPragmatics.At the beginning,historical development is given as necessary background information.Then a brief introduction about thebook is given to illustrate the author's perspective in pragmatics.Particularly,a discussion about the essence of the book is made by ex-plaining Verschueren's opinion:A pragmatic perspective is interdisciplinary.Finally,the author makes a comment on Verschueren'sbook and his theory.
文摘Of the two types of pragmatic presuppositions to produce humor,i.e.,generation of pragmatic presuppositions and defeasibility of pragmatic presuppositions,the latter one receives particular attention because of its unique humorous effect.Further analysis reveals that defeasibility occurs in context conflicts and in the deliberate interpretation of utterances’literal meaning by the listener.
文摘Negative pragmatic transfer (NPT) is nothing but a difference of saying things between non native speakers and native speakers. It occupies an important position in interlanguage pragmatics whose mission is to scrutinize how non native speakers do things with words with L2. This paper reported that 4 NPT related aspects have been heavily documented in the current literature: 1) L1 negative pragmatic transfers at the speech act level; 2) the distinction between negative pragmalinguistic and sociopragmatic transfers; 3) conditions of negative pragmatic transfers; and 4) native speaker’s attitudes towards L1 negative pragmatic transfers. Consequently, issues for future studies are also raised.
文摘Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method contradicts the development of communicative language competence advocated in recent decades.However,I positively argue that GTTM in English class,as a comparative and intercultural model,should be given a due reconsideration to improve L2 learners' pragmatic competence.
