关联视角下话语标记语‘but’的人际功能分析-以《老友记》为例

关联视角下话语标记语‘but’的人际功能分析-以《老友记》为例摘要作为程序性语言形式的话语标记语是话语理解的向导，是听话者推测和识别说话者真正意图的风向标，在一定程度上减轻了听话者寻找关联性所付出的努力。因此，从关联理论这一角度来深层次理解话语标记语的含义、用法和功能，避免了直接灌输语言知识所带来的枯燥乏味，有助于中国学生提高话语标记语的习得水平。话语标记语是说话者用来实现成功交际的一种手段。在言语交际中,话语标记语的应用十分广泛,它们是口语或书面语中表达说话人特定的语用功能、传递特定的语用信息的词语或结构。本文主要探讨关联视角下话语标记语‘but’的人际功能分析。关键词：关联视角；but；人际功能abstractDiscoursemarkers,asprocedurallanguageforms,aretheguideofdiscourseunderstandingandavaneforthelistenertospeculateandidentifythetrueintentionsofthespeaker,toacertainextent,tolessentheeffortsofthelistenertoseekrelevance.Therefore,fromtheperspectiveofrelevancetheory,thedeepunderstandingofthemeaning,usageandfunctionofdiscoursemarkersavoidsthedrusnessofdirectinstillationoflanguageknowledgeandhelpsChinesestudentsimprovetheleveloftheacquisitionofdiscoursemarkers.Discoursemarkersareameansusedbythespeakertoachievesuccessfulcommunication.Inspeechcommunication,discoursemarkersarewidelyapplied.Theyarethewordsorstructuresthatexpressspecificfunctionsofthespeakerandconveyspecificpragmaticinformationinspokenorwrittenlanguage.Thispapermainlydiscussestheinterpersonalfunctionanalysisofthediscoursemarkers'but'fromtheperspectiveofrelevance.Keywords:RelevancePerspective;but;interpersonalfunction

目录Introduction ].3.2TheInterpersonalFunctionofDiscourseOrganizationDiscoursemarkersarewordsorstructurescommonlyusedinoralcommunicationtomarktherelationshipbetweenspeechandcontext.Theycanbeseparatedfromthemainclausewithoutaffectingitsgrammarexistsinthesyntactictransferprocess,meaningratherthantheconceptualmeaninginsemantics,andachievecoherencebyshowingthespeaker'smetapragmaticawarenessinpragmatics.Asanimportantaspectofpragmaticcompetence,discoursemarkersplayanindispensableroleinoralcommunication.Since80stwentiethCentury,discoursemarkershavebeenoneofthehotspotsinthestudyofWesternpragmatics.Studyofalargenumberofscholarsfromdifferentanglesondialoguelogographiclanguage,oneofthemostrepresentativeis:thesyntacticpragmaticstudy,semanticstudyandcognitivepragmaticstudyonthreeaspects.ComparedwiththeprosperityanddevelopmentofForeignStudiesofdiscoursemarkers,thestudyofdiscoursemarkersintwenty-firstCenturyuntiltheinitialrise,foreignresearchreviewandfocusonthemajorityofdiscoursemarkersaswellasthecaseoftheuseofindividualdiscoursemarkersonalargestudyofChinaoveralllearningacquisitionofdiscoursemarkersisrare,especiallythesystemofinferentialdiscoursemarkersareusedmorerarelyinvolved.3.2.1ButasaFace-ThreateningMitigatorSaideuphemismtoneexcuseme,I'msorry,apologizeorpoliteexpression,saidaftertheeuphemismtone,payattentiontotheunfavorabletotheconjunction.Suchas:Excuseme,butyouarewrong.I'msorry,youarewrong.Pardonme,butthisismycoat.I'msorry,thisismycoat.I'msorry,butIwasn'ttoldwhentoleave.I'msorry,nobodytoldmewhentogo.3.2.2ButasanInformativeMarkerThepragmaticfunctionsofButincludecomparison,concession,substitution,cancellation,guidanceofnewviewpoints,summarysymbols,informationcorrectionandsupplement,restrictivefunction,emotionalmechanism,turntakingfunctionandvirtualfunction.Asacommondiscoursemarkerincommunication,Buthasbeenpaidmoreattentiontoandstudieddeeplybymanyresearchersathomeandabroad.Themainperspectivesofthestudyaresemantics,pragmaticsandsoon.Fromtheperspectiveofsemantics,itisbelievedthattherearethreemainmeaningsinbut:negation,correctionandsupplement(Abraham,1979).Inpragmatics,suchasBlakemore(198720002002),Fraser(19962005),Iten(2000),aconsistentviewofbutfunctioniswhethertheconnectionofbutisdeterminedoreliminatedbyahypotheticalreasoningprocess.Obviously,fromtheperspectiveofsemanticscannotexplainthemotivationforpeopletousebutincommunication,andfromtheperspectiveofpragmatics,althoughcanbeexplainedusingthedriverofbut,buttheresearchangleisusuallybasedondiscoursecomprehension,fewscholarshavediscussedthereasonpeopleusebutfromtheperspectiveofthespeaker,nothereasonofusingbutandinhelpingpeopleunderstandtheroleofthiscombinationofwords.However,athoroughstudyoftheaboveproblemscanhelptounderstandthecognitivepsychologyofpeoplewhentheyuseandunderstandbut.Inviewofthis,basedontherelevancetheoryandtheadaptationtheoryofSperberandWilsonVerschuerenbasedtheoreticalframework,basedonthesemanticsandpragmaticsofbut'sresults,startingfromthewholeprocessofcommunicationandcognitiveperspective,triestorevealthepeopleintheuseofbutcontentofdiscourse'spsychologicalcontrolbasedonbehaviortheanalysisofdata,thereasonofusingbutandbuttohelpunderstandandin-depthstudyoftheroleofdiscourse.Butnotonlyhasthefunctionofcohesivediscourse,butalsoshowsthecognitivelocusofthelanguageusersonthetext.Accordingtoadaptationtheory,discussesthebutasthespeakerintentionidentificationfunction,andfurtherfrombehindthenegationofbut,reviseandsupplementthemeaningrevealsthreestrategiesofdiscoursecontentbutspeakerembodied,namelynegativestrategy,correctionstrategies,compensationstrategies,andmotivation,theuseofbut:speakerspeakerinordertoachievethecommunicativepurpose,throughthebutinformationorganizationtoexpressthenegativesensetoconveyandbutthecontentofdiscourseopposite,andexpresstheircommunicativeintentions.Andonthisbasis,combinedwithrelatedtheories,fromthepointofviewin-depthanalysisoftheroleofbutlistenerembodiedindiscoursecomprehensionstrategies:whenthelistenerbasedbutestablishedoppositerelationshipbetweenthewordsbeforeandafter,accordingtothebutstrategycanhelpthelistenertoreflectthespeakertoobtainmaximalrelevancebetweenbeforeandafterthediscourseinreasoningdiscourse.Reducethepaytothelistener.3.2.3ButasanEmotionalMarkerAsacommondiscoursemarkerincommunication,Buthasbeenpaidmoreattentiontoandstudieddeeplybymanyresearchersathomeandabroad.Fewscholarshavediscussedthereasonpeopleusebutfromthespeakerperspective,norwillthemotivationandbutinhelpingpeopleunderstandtheroleofthiscombinationofwords.However,athoroughstudyoftheaboveproblemscanhelptounderstandthecognitivepsychologyofpeoplewhentheyuseandunderstandbut.Basedonthetheoreticalframeworkofrelevancetheory,onthebasisofthesemanticsandpragmaticsofbut'sresults,startingfromthewholeprocessofcommunicationandcognitiveperspective,triestorevealthepeopleintheuseofbutcontentofdiscourse'spsychologicalcontrolbehaviorbasedontheanalysisofdata,theuseofmotivationandbutandin-depthstudyofbuttohelpunderstandtheroleofdiscourse.Butnotonlyhasthefunctionofcohesivediscourse,butalsoshowsthecognitivelocusofthelanguageusersonthetext.Accordingtoadaptationtheory,discussesthebutasthespeakerintentionidentificationfunction,andfurtherfrombehindthenegationofbut,reviseandsupplementthesignificanceoftheshowthreekindsofstrategiesofbutreflectsthespeakerorganizationifthecontent,namelythenegativestrategy,correctionstrategies,compensationstrategies,andthendrawthecause,namely:theuseofbutspeakertospeakertoachievethecommunicativepurpose,throughthebuttoorganizethecontentofexpression,toconveynegativeconsciousnessandbutthecontentofdiscourseopposite,andexpresstheircommunicativeintentions.Andonthisbasis,combinedwithrelatedtheories,fromthepointofviewin-depthanalysisoftheroleofbutlistenerembodiedindiscoursecomprehensionstrategies:whenthelistenerbasedbutestablishedoppositerelationshipbetweenthewordsbeforeandafter,accordingtothebutstrategycanhelpthelistenertoreflectthespeakerobtainedbeforeandafterthewordsinwordswhenreasoning.4ConclusionThestudyofdiscoursemarkersgraduallyshowsthetrendofdevelopmentfromoraltowritten.Researcherspaymoreattentiontotheuseofdiscoursemarkersinwrittenlanguageandtheircomparisonwithnativespeakers.Meanwhile,theresearchofdiscoursemarkersisexpandingtointerdisciplinaryresearch,suchastranslatologyandappliedlinguistics.Atpresent,researchondiscoursemarkersacquisitionanduseofEnglishlearners,whetherspokenorwrittenEnglishCorpusBasedonthecorpus,thevastmajorityofdatasourcesontheexam,ratherthanthenaturalenvironmentcollected,studentsinatenseexamenvironmentpressurewillaffecttheapplicationofdiscoursetoacertainextent,itwillhaveacertainimpactontheresults.BecausestudentslacktheopportunitytouseEnglishinnaturalenvironment,nomattertheyspeakorrecord,orcollectessayswritteninEnglish,theywillhavesomeinfluenceontheirpsychology.Therefore,thewaytocollectcorpusisstilltobestudied.Ontheotherhand,mostofthestudiesondiscoursemarkersforthestudyofthesynchronic,diachronicstudyrarelyontheuseofdiscoursemarkersofstudents,cannotinfluenceanalysisofyearsofstudy,learningstrategiesandotherfactorsofdiscoursemarkersacquisition.

AcknowledgementsThisthesisisinXXXTeacher'sinculcationandtheinstructioncompletes,thethesisfromthetopic,theideatofinalizeallpermeatetheinstructor'spainstakingeffortandthesweat,theProfessorprofoundknowledgeandtherigorousstudystylehasmademebenefitlifelong,herebyexpressesthedeeprespectandthegratitude.Iwouldalsoliketothankallthehardships,hardwork,thechildren,donotwanttorepaytheupbringingoftheparents,theygavemetheloveandsupportsothatIsuccessfullycompletedtheirstudies.Finally,becauseIhavealimitedlevel,therearesomedeficienciesinthetext,Iurgeyoutocriticizetheteachers.

Reference[1]Baiat,G.E.,Coler,M.,Pullen,M.,Tienkouw,S.andHunyadi,L.MultimodalAnalysisof"well"asaDiscourseMarker