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摘要:本研究从语际语用学的角度调杳中国学生的称呼言语行为。
        称呼语是一个很敏感的语言现象，它一直是社会语言学研究的对象。从语    用学的角度看，称呼也是一种言语行为。但以往的研究中，很少有将称呼看作    言语行为去研究它，更没有对某个言语社团中的称呼行为进行描述。而语际语    用学的研究已经涉及了多种言语行为，但是缺少对第二语言习得者的称呼行为的研究，尤其缺乏对中国学生英语称呼行为的研究。
       木研究范围限定在中国学生的称呼行为，调杳他们如何称呼英语或外语老师，对他们的称呼行为进行描述，讨论影响他们称呼的因素，;}分析造成他们这种特殊称呼模式的原因。
       作者以言语行为理论为基础，将称呼言语行为定义为“说话者考虑到语境诸因素，选择恰当的称呼语，来表达某种情感或达到某些目的”。作者还对称呼的言外之力和语用功能作了一般的讨论。 
      木研究主要以问卷调杳获得语料。调杳对象为广西师范大学外国语学院英语专业的大一和大四的学生。根据调杳结果，得到如卜发现和结论:
     (1)称呼的制约因素
     称呼语的选择受到诸多因素的影响，并且‘这些因素对于中国学生称呼行为的重要程度小同于其对于木族人称呼的重要程度。其中社会文化起着非常重要的作用。中国学生的称呼既受到英语文化的影响，也受到汉语文化的影响。
    (2)语用失误
    大多数中国学生都能够按照普遍为人接受的原则称呼其外语老师，如使用头衔+姓或直呼其名，但也有小少学生使用头衔+名，或“teacher”称呼老师，这是小符合英语文化中的称呼规范的。这是称呼的语用失误现象。因误用称呼而造成的言外之力常会被外籍人误解。
    (3)语用迁移
    通过分析，木研究发现中国学生称呼行为的语用失误产生于两个原因:一是小能够充分理解英语文化中的称呼规则或称呼规范;二是来自于汉语语言及其文化的影响，即负语用迁移。木研究证明了即使高年级学生在使用目的语时也会有语用失误现象。
      本研究有助于增强中国学生对于在跨文化交际中礼貌得体称呼的意识，并提高他们的跨文化交际能力。对外语教学也有所促进。外语教师可从中得到教学启示，更多地关注言语行为的文化教学。
Abstract:This study investigates the speech act of address performed by Chinese studentsof English from the perspective of interlanguage pragmatics(ILP).Address forms,as an impressible linguistic phenomenon,have always been theobject of sociolinguistic researches.From the angle of pragmatics,address is also aspeech act,but few studies consider it a speech act,and few describe the patterns ofaddress behaviour in a speech community.And although various speech acts areinvestigated in ILP,yet little has been done on the speech act of address performedby Llearners,especially by Chinese ESL learners.
    This study is confined to the student community，mainly investigating howChinese students address their English or foreign teachers,focusing on thedescription of patterns of their address,and discussing the governing factors andcauses for the patterns.
    Basing on the speech act theory,I defined the speech act of address in acontextual use of proper address forms to express some feelings or achieve somegoals.And then the illocutionary forces and pragmatic functions of address aregenerally discussed.Questionnaire is mainly employed to get the data,and the informants of bothlower-proficiency and higher-proficiency are the students from College of ForeignStudies in GXNU.
   The following findings and conclusions were obtained:
   (i)Governing factors.    The choice of address form is governed by various factors,and the importancedegrees of these factors to Chinese students are different from those to native speakers.Among these factors,socio-culture plays an important role.The learners’address isinfluenced by both English and Chinese cultures.
    (ii)Pragmatic failure
     Most Chinese students can follow the generally-accepted rules to address theirforeign teachers,using title+last name(TLN)or first name(FN),but still quite a fewaddress teachers with title+first name(TFN),or teacher,neither of which is proper toaddress a teacher in English culture.This is the phenomenon of pragmatic failure.Theillocutionary forces produced through the misuse of address may be misunderstood byf本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。