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| 从学者自指方法看语用能力的培养及其文化因素 | |
| 引用本文： | 陈融[美],刘少杰[译].从学者自指方法看语用能力的培养及其文化因素[J].浙江教育学院学报,2014(2):9-23. |
| 作者姓名： | 陈融[美] 刘少杰[译] |
| 作者单位： | [1]加利福尼亚州立大学圣伯纳蒂诺分校英语系,加利福尼亚圣伯纳蒂诺92407 [2]西安外国语大学,陕西西安710061 [3]陕西学前师范学院外国语言文学系,陕西西安710100 |
| 摘 要： | 文章是对一系列中国学者自指方式的研究。这些研究的发现主要有两方面：一方面,国际上语言领域的英语母语作者主要用第一人称单数代词＂I＂来指单个的自己（例如：＂I propose that...＂）。而中国学者在单个自指时却极力避免使用第一人称单数代词,他们更多地使用第一人称复数代词＂我们＂、第三人称名词短语如＂作者＂和无生命名词短语如＂本文＂来指称单个的自己。另一方面,中国的英语学习者在习得自指语用能力时并未呈现稳步前进的态势。他们在步入硕士研究生阶段后,逐渐远离英语的自指方式,越来越向中文中的自指规范靠拢。在博士学位其间,尽管他们对I的使用有所上升,但总体说来,他们的作者自指还是中式的,和英语方式相去甚远。 |
| 关 键 词： | 学术写作 谦虚 语用能力 作者自指 学者身份 学者权威 学者责任 作者立场 |
Plural for Singular：Author Self-Reference,Culture, and Pragmatic Competence |
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| Institution: | CHEN Rong ( English Department, California State University, San Bernardino, CA 92407-2397, USA ; Xi ＇an International Studies University, Xi ＇an 710061, China) |
| Abstract: | This paper is a study of the ways in which Chinese academics refer to themselves as single writers ,focusing on two issues.First, I demonstrate that Chinese scholars in the general area of language studies-linguistics and literature in particular-rely heavily on the 1^st-person plural 我们‘we＂ （e.g.我们认为 ＇We believe that...＇ ,whereby 我们‘we＇ refers to the author him-or herself） ,the 3^rd person NPs （e. g.笔者认为……‘The author believes that...＂）,and inanimate NPs （e.g.本文认为‘ This study believes that...＇ ） when they publish in Chinese while the 1^st-person singular pronoun I is the overwhelming choice for native speaking English writers when they publish in English.I propose that the motivation for this surprising choice of self-reference is the notion of modesty,a notion that seems to be deep-rooted in Chinese culture. If an English academic uses I to refer to herself while a Chinese academic uses 我们‘ we＇ and other means to do the same,what does a Chinese academic do when she writes in English？ This is very much of a topic in pragmatic competence and it forms the second focus of my paper.I will provide evidence from several empirical studies to show that Chinese academic writers writing in English are more akin to Chinese than to English in the way they self-refer.Specifically, Chinese bachelor＇s students are found to use both the 1^st-person singular and the plural and a large number of 3^rd -person NPs and inanimate NPs for self-reference in their theses written in English.At the master＇s level, things seem to take an interesting turn： The frequency of I is significantly reduced.Master＇s thesis writers are found to use more 1^st-person plurals than bachelor＇s thesis writers while the use of ^rd-person NPs and inanimate NPs seems to stay the same.The .next two genres- doctorate dissertations and conference abstracts-are found to contain a mixture of 1^st-person singulars and plurals, with the plural still outnumbering the singular, and large numbers of 3^rd-person NPs and inanimate NPs. The findings on single-author reference by Chinese scholars writing in English are just as surprising, as one would suppose that these writers, who have reached the advanced level of English, must have acquired the pragmatic competence in self-referral. But they have not.The reason for these findings, I shall argue,is twofold.The first is sociocultural.If modesty is a notion that is as entrenched in a Chinese mind as many have hypothesized,it would not go away easily-one cannot put aside a cultural value in her own culture and pick up a new one from another culture overnight.The second reason is pedagogical. Anecdotal evidence suggest that at least some students have been taught to use we to refer to themselves and that there are textbooks in China advising readers to do the same. While I do not offer any recommendations for the teaching of academic English in a Chinese context in this paper, the findings hereby reported appear to have important implications for the development of pragmatic competence by Chinese students.For instance,are there other things that Chinese academics do when they write in English-things that are not in conformity with the conventions of academic English writings？ If there are, what should pragmaticists, applied linguists, English-teaching faculty in universities, and university administrators do to help students--some of whom to become scholars publishing in English--to present their research in the way an English native speaker does？ |
| Keywords: | Academic English modesty pragmatic competence self-reference author identity writer authority writer responsibility stance |
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