Reference model of English linguistics papers 1
Humorous Discourse in English Linguistics
Humor refers to words, actions and expressions that can make people laugh in the process of human communication. Its content is rich and colorful, with various forms of expression, such as humorous words, humorous actions, humorous music and so on. Because people's communication activities mostly depend on language, humor also comes from words.
1. Humorous Discourse in English Linguistics
Humor is a powerful lubricant in busy life. Humorous discourse expresses humor through language. According to the specific situation, it uses irony, exaggeration, mapping, pun and other means to express the speaker's own thoughts and opinions in a relaxed and humorous tone and humorous and playful discourse style, so that the receiver can unconsciously accept them, thus achieving the effect and realm of "sneaking into the night with the wind and moistening things silently". Humorous words often have some meaningful colors, which can also play a thought-provoking role and expose ugly or unfair phenomena in life. For the receiver, it is necessary to combine the discourse with the specific contextual clues at that time, and use their existing linguistic knowledge and social cognition to discover the speaker's implication and true expression intention, so as to truly understand humor and get pleasure from it.
For example, this sentence says, "Mr. Zhou has a sharp tongue. Be careful, it won't cut your throat." It seems to be talking about the tongue, but when we put this sentence into the context, we can think that the "sharp mouth" here is not bitter, but bitter and poisonous, which is a humorous, implicit and indirect expression of the speaker.
Second, the cooperative principle of humorous discourse
(A) the principle of cooperation
Hu category believes that the so-called humorous discourse is produced by the variation and creation of various elements of language. Grice, an American language philosopher, believes that the function of humorous discourse is to ensure the smooth progress of communication activities. Grice believes that when people use language to communicate, the two sides (the speaker and the receiver) should also abide by some preconditions and principles, such as using the language that both sides can skillfully use, the conversation content is a topic that both sides are familiar with, and the most important cooperative principle (CP). The principle of cooperation includes four categories, namely, quantity standard, quality standard, association standard and mode standard. Under the principle of cooperation, the speaker and the receiver are required to have a correct attitude and "echo" in the conversation, so as to avoid the situation that "chickens talk with ducks" and "many lovers talk".
(B) the relationship between cooperative principle and humorous discourse
If we are a middle-aged man in a suit and tie and walk steadily, we should follow the cooperative principle of "quantity criterion, quality criterion, relevance criterion and way criterion", then humorous discourse is a new and new human being who wears casual fashion and has a casual and relaxed voice. The combination of cooperative principle and humorous discourse is the combination of traditional calm beauty and fashion vitality. In this combination, the traditional cooperative principle will inevitably accept new challenges and even be broken to some extent. Next, this paper takes the quantity standard and quality standard as examples to analyze the cooperative principle and humorous discourse.
(1) Humorous Discourse and Quantitative Criteria
The quality standard of cooperative principle requires that the dialogue between the speaker and the listener should contain appropriate information. However, in the actual language environment, we often need to break this quantitative principle to achieve the comic effect of humorous discourse. For example:
Jack: I saw Mr. Green having lunch with a lady the day before yesterday.
Eason: Oh, my God! Is she pretty?
Jack: Yes, she is not only beautiful, but also young.
Ethan: Does Mrs Green know about this?
Jack: Of course. She is a beautiful young woman.
In this conversation, Eason understands that the beautiful young woman who has lunch with Mr. Green should be other women except Mrs. Green, not any other female relatives of Mr. Green's family. If Jack doesn't want to cause misunderstanding, he should just say that he saw Mr. and Mrs. Green having lunch the day before yesterday. However, in order to arouse Eason's curiosity and urge him to ask further questions, he only said in the first sentence that he saw Mr. Green having lunch with a woman, which violated the quantitative standard, but also reflected the principle of fun and amusement of humorous words. However, the gap between Eason's psychological expectation and the actual situation leads to the sudden reconstruction of his cognition, which brings fun to both sides of the conversation and achieves the effect of pleasure and irony.
(2) Humorous discourse and its quality standard.
The quality standard of cooperative principle requires the speaker not to say that he knows he is false or nonsense, but in humorous discourse, the speaker often uses rest techniques such as irony and exaggeration. Although this will break the "quality criterion", the humorous effect is also very significant. There are many such examples in the American NBC sitcom Friends, which was introduced to China in 1990s and has been popular for more than ten years. For example:
Don't you want to buy lottery tickets?
Rose: Well, of course I do. I want to be the king of my own country.
By thinking and analyzing this conversation, we can draw the conclusion that Phoebe asked Ross if you were interested in buying lottery tickets and taking a chance. Through the characteristic scenes and characters in the film, we can see that Ross is not interested in the lottery, but she doesn't say "not interested" directly, but says "yes, of course, I want to be the head of state" in humorous words. Because it is almost impossible for a civilian to become a head of state, Ross's words violate the quality standards. However, this kind of "deliberate violation" and "exaggeration" is the joke of this conversation.
3. Humorous Discourse and Referential Language
Deixis is a language structure with referential function and a common language phenomenon in daily life. It is that the speaker and the receiver can understand each other in the same knowledge environment and language environment, and map out the potential referential meaning and referential relationship of the discourse. When the information expressed by the reference is ambiguous or false, the speaker's meaning becomes puzzling, and humorous words may be produced. At the same time, reference language is also influenced by many factors, such as cultural background, social culture, communication distance and environment. Reference can be divided into person reference, time reference and place reference, among which person reference is the most common. This paper takes personal reference as an example to discuss the relationship between humorous discourse and reference.
Personal reference can be divided into the first person, the second person and the third person, which is an objective embodiment of the role relationship of dialogue participants. The first person is the speaker, the second person is the receiver, and the third person is the object of discourse. In discourse, if this rule is broken, there will be a phenomenon that the person reference does not correspond, which may have a humorous effect. For example:
Jim and his partner Mark went to the local bar.
Jim: You know, Mark, I never kissed my wife before we got married. What about you? "
Mark: I don't know. What was her maiden name? "
This conversation was made by Jim and Mark after drinking. What Jim's question really means is "Did you kiss your wife before you got married?" In the reference language, the second person refers to the addressee, talking about privacy or pain, so the addressee Mark uses humorous words to avoid the problem and take it lightly. His wit and humor are worth learning from.
Fourthly, Relevance Theory and Humorous Discourse.
From the perspective of relevance theory, the receiver will deliberately misinterpret the speaker's intention, spread information completely opposite to the speaker, and produce unexpected humorous effects. For example:
Teacher: Tom, there are three peaches. After eating one, how many do you have?
Tom: Three, two outside and one inside.
As a child, Tom thinks differently from adults, because he can't hear the teacher's intention to ask questions, but gives unexpected answers, which has a humorous effect.
Conclusion:
From the above discussion, it can be seen that people's understanding of dialogue meaning, reference language and language meaning will be biased or misplaced in different contexts. Humorous discourse has profound, subtle, profound and ingenious functions, which can avoid embarrassment or embarrassment in communication, enhance the effect of language expression, and play a role in pleasing communication and embellishing life.
References of English Linguistic Papers II
English Linguistics Teaching from the Perspective of Constructivism
2/kloc-0 The basic point of education in the century is lifelong learning, that is, learning to constantly ask and solve problems, learning to dare to break narrow professional boundaries and face real and complicated tasks. In the process of learning English courses, students generally think that English linguistics is boring, tasteless and laborious. The course of English linguistics covers a wide range, with many contents, concepts and theories, which are both theoretical and practical. At the same time, there are few classes in English linguistics, and the development of linguistics has led to the continuous expansion of teaching content, exposing the increasingly serious contradiction with the limited teaching hours. Therefore, continuing to follow the traditional teaching concept and teaching mode can no longer adapt to the teaching process under the new situation, and better teaching methods must be adopted to make students and teachers adapt to the requirements of the new situation as soon as possible.
With the emergence of constructivism learning theory, constructivism teaching design came into being. Constructivism emphasizes four elements: situation, cooperation, conversation and meaning construction, and advocates the concept of "learning". Constructivism teaching theory has been introduced into the teaching of English linguistics, and many useful attempts have been made, and remarkable results have been achieved.
1 the four elements of constructivism
Constructivism advocates student-centered learning under the guidance of teachers in learning methods, and requires openness, meaningful explanation and constructiveness of learning environment. The ideal learning environment mainly consists of four elements: situation, cooperation, dialogue and meaning construction.
1. 1 "situation": the situation in the learning environment must be conducive to the learners' construction of the meaning of what they have learned. This means that in the constructivist learning environment, the situation problem of creating constructive meaning for students should be one of the main contents of teaching design. "Play video, record, participate in social practice, and provide students with rich learning resources online. In classroom teaching, all situations that help learners understand and master the learning content belong to the category of situation creation. "
1.2 "collaboration": collaboration occurs in the whole learning process. Collaboration means consultation in a sense. Consultation mainly includes self-consultation and mutual consultation.
1.3 "Conversation": Conversation is an indispensable link in the process of collaboration. Through conversation, the members of the study group discuss how to complete the prescribed learning tasks to achieve the purpose of meaning construction, and how to get more guidance and help from teachers or others, so as to promote the learning process. In the process of conversation, every learner's thinking achievement (wisdom) is shared by the whole learning group, so conversation is one of the important means to realize meaning construction.
1.4 "meaning construction": this is the ultimate goal of the whole learning process. In the process of learning, helping students to construct meaning is to help students understand the essence and law of things reflected in the current learning content and the internal relationship between this thing and other things.
2 Constructivist environment for English linguistics teaching inspiration
2. 1 Emphasize learning-centered design.
In the constructivist learning environment, the status and role of teachers and students have changed greatly compared with traditional teaching. Students have changed from passive recipients of knowledge to subjects of information processing and active constructors of knowledge meaning. Teachers are no longer agitators of knowledge, but designers of teaching environment, organizers and instructors of students' learning, managers of knowledge and academic advisers of students. Therefore, teachers should retreat from the foreground to the background and become "directors" from "actors". In the teaching of constructivism linguistics, students' initiative in the learning environment should be brought into full play, and teachers should create a situation for students to apply what they have learned as truly as possible. Specifically, English linguistics teaching should stimulate the initiative and enthusiasm of teaching subjects, emphasize the appropriateness and pertinence of teaching tasks, and pay attention to the interactivity and interest of teaching environment.
2.2 Pay attention to the design of learning environment
The focus of constructivism teaching design is the design of learning environment. The learning environment here is a place to support and promote learners' independent exploration and learning. The design of learning environment should focus on supporting learners to carry out meaningful learning and creating supporting conditions. It mainly includes the design of problem-based learning environment, cooperative learning environment and real situation. The purpose of constructivism learning environment design is to promote learners' development by supporting learners' meaningful learning.
For example, when teaching the arbitrariness of language, many students have doubts about the attribute that there is no necessary connection between sound and meaning in language, because there are indeed some linguistic phenomena in language that have certain connection between sound and meaning, such as onomatopoeia. For this problem, teachers can assign some tasks to students before in-depth explanation, so that they can collect English onomatopoeia words before class and compare them with the corresponding Chinese onomatopoeia words. Then it is made in the form of a report in class, and the teacher plays the role of guidance, supervision and organization in this process. After the students finish the report, the teacher makes a summary.
2.3 the appropriateness and pertinence of teaching tasks
The setting of tasks in language teaching must be based on the actual situation of students. Tasks that are too difficult or too easy are not conducive to students to actively construct knowledge. When choosing the teaching content of English linguistics, we should appropriately reduce the breadth and depth of classroom teaching content. The selected classroom teaching contents are as follows: language, linguistics, phonetics, phonology, syntax, semantics, pragmatics, second language acquisition, language and culture. Clear learning tasks and choose training methods, so that students have enough opportunities to practice. Teachers should know how to control their emotions and motivate students through positive language. Students who answered the questions correctly and completed the study tasks well should be praised in time. Well done! Very good! You did a good job. Excel lent！ These words seem simple, but they can give students confidence and motivation. At the same time, more guidance should be given to students' shortcomings and deficiencies, and less criticism and accusations should be made.
3 Constructivism teaching evaluation
Constructivism evaluation view has several characteristics. First of all, diagnosis and reflection are important parts of constructivist learning evaluation. This means that learners must carry out self-monitoring, self-testing, self-checking and other activities to diagnose and judge whether they are pursuing their learning goals. Secondly, the constructivist evaluation view holds that evaluation is a process of psychological construction of * * * identity between the evaluator and the evaluated, and evaluation is dominated by pluralistic values. Therefore, constructivism pays attention to the diversification of evaluation subjects and evaluation methods. Thirdly, constructivism believes that evaluation is an inevitable part of learners' activities, not post-teaching evaluation, but a continuous and real-time mosaic process. Therefore, constructivism emphasizes process evaluation and advocates "qualitative" methods. The so-called process evaluation is a continuous evaluation in the process of a certain teaching activity in order to make the effect of the activity better. We can know the teaching effect, students' learning progress and existing problems in time, so as to give timely feedback and adjust and improve teaching work in time. It can be seen that the constructivist evaluation concept advocates the concept of learning as the center and pays more attention to the development of students.
4 conclusion
Constructivism teaching concept provides a new model for classroom teaching and explains a new learning concept for students who are used to passive acceptance, thus bringing new enlightenment and experience to English linguistics classroom teaching. Teach learning strategies in English linguistics classroom teaching, guide students to learn independently and improve teaching methods. These aspects help students to construct knowledge and form ability.
refer to
[1] Chen Li. Social Constructivism and Foreign Language Teaching [J]. Foreign Language Forum, 2003( 1).
[2] Hu Zhuanglin. Reflections on English education in China [J]. Foreign Language Studies, 2002(3).
[3] Sheng, _ _ Qiang. On modern teaching design [M]. Zhejiang Education Press, 2000