跨文化语用失误分析及其对大学英语教学的启示 An Analysis of Cross-cultural Pragmatic Failure and Its Implication on College English Teaching开题报告

1. 研究目的与意义（文献综述包含参考文献）

literature review

according to kroeber, a. l., kluckhohn, c, who published a book named culture: a critical review of concepts and definitions in 1952, the great diversity of meanings attached to the word and to the concept underlying it has become a grave weakness in anthropological theory. they gave a critical review of the concept and definition on culture, which marked the beginning of cultural exploration to some extent.

in 1983, thomas, j. leech, g. n. and wolfson, n. respectively put forward their own theory as to the subject of pragmatics. the most important one was thomas, j. s cross-cultural pragmatic failure in applied linguistics, where he gave the term pragmatic failure to the inability to understand 'what is meant by what is said'. in the chapter of introduction, thomas discussed the nature of pragmatic failure and ways in which students may be helped to acquire pragmatic competence, he also listed lots of examples to prove his opinion and gave further explanation. leech, g. n touched on the problem of principles of pragmatics, starting with grice's cooperative principle, showing how the well-known maxims of quantity, quality, relation and manner operate in conjunction with a principle of irony. these are related to a textual rhetoric involving principles of process ability, clarity, economy and expressivity. last but not the least, wolfson, n. pointed out the rules of speaking, which also enriched the exploration of this study. therefore, 1983 was a meaningful and great year.

2. 研究的基本内容、问题解决措施及方案

Methodology

This paper conducts a study into the analysis of cross-cultural pragmatic failure and its implication on college English teaching. Firstly, the definition of pragmatic failure is introduced, and then some influential cross-cultural pragmatic failure theories and solutions to deal with these problems are discussed. Lastly, by analyzing the phenomenon, its implications on college English teaching are explored.

The method adopted in this study is mainly qualitative and analytical. The first step is to analyze and synthesize, the second step is to compare and research, the last step is to abstract and summarize. Various literatures relating to this field in existence have been studied and compared. Many relevant examples are given to illustrate cross-cultural pragmatic failure. The conclusion is finally reached after all comprehensive studies and some newly emerged ideas are included in this regard.