语言分析促进交流
科技信息 人文社科
BetterCommunicationwiththeAnalysisoftheMain
SocialFactorsWhichAffectOurWayofOurSpeech
浙江师范大学外语学院 金华职业技术学院国际商务学院 张 蕾
[Abstract]Thepaperanalyzesthemainsocialfactorswhichaffectthewayofourspeech,suchasregion,special
class,age,sexandethnicity.Ikcauseofthes...
科技信息 人文社科
BetterCommunicationwiththeAnalysisoftheMain
SocialFactorsWhichAffectOurWayofOurSpeech
浙江师范大学外语学院 金华职业技术学院国际商务学院 张 蕾
[Abstract]Thepaperanalyzesthemainsocialfactorswhichaffectthewayofourspeech,suchasregion,special
class,age,sexandethnicity.Ikcauseofthesefactors,peoplewiUadoptdifferentwaysofspeech,formalorinfor—
mal.Thus,wecancommumcatewitheachotherbetter.
0|(eywords]F8ctorwayOfSpeechDifference
1.IⅡtrOductiOn
Itisclearthatnoteveryonespeaksalike,weareallaware
thatpresidentGeorge.W.BushFromKansasspeaksdifferently
thanpresidentBillClintonfrom.Texas.Thewayofspeech
whichisadoptedbyafive—year—oldchildisdifferentfrom
thatbyatwenty—year—01dyoungman.Thewayofspeech
variesfromamantoawoman.Usuallypeople8peakdifferent—
ly,becauseoftheplace,theirsocialclass,age,sexandethnic.In
ordertohavebettercommunication,wemustleamthesefactors
whichaffectthewayof8peech.
2.F扯tOrs
2.10fregion5
Languagesvaryinmanyways.onewayofcharacterizingis
ofregion.C宅rtainvariationistosayspeakersof8particularlan—
guagesometime8speakdifferentdialectofthatlanguage.Ac—
cordingtoarcheologicalfindings,populationstudies,written
records,etc,languagedifferentiateinternaUyasspeakersdis—
tancethemselvesfromoneanotherovertimeandspace;the
changesresultinthecreationofdiaIectofthelanguages.So
LatinbecameFrenchinFrance,SpanishinSpain,ItalianinI—
taly,andsoon.Forexample,theBritishandAmericanvari—
eties,ordiaIectsofEnglishareseparatedbypoliticalindepen—
denceandbytheAtlantic0cean.Manydifferencesappearbe—
tweenAmericanEnglishandBritishEnglish.Americanssay
d蛆ce[d蕾ns],&ndinsouthernEnglandtheysay[da:ns].In
Americatheypronouncenot[nat]}insouthernEnglandmey
8ay[not].American8talkabout”fall”whichwasused300years
agobytheEn91ish,whiletheEnglishchangeitinto”autumn”.
IIlmanycases,youcanknowwherethepersonisfrom,judging
bythesentences”Shehasaninterestingbook.””Shehasgot
aninterestingbook.”
ItisthesamefortheChinese.Peopleindifferentplaces
speakdifferentPutonghua.h1spiteofthesedifferences,peopIe
almosthavenotdifficultyinunderstandingeachother.
2.20fclass
wehavealreadynotedthatthewayyouspeakmaypro、ride
clues,intermsofregionalaccentordialect,towhereyouspent
mostofyourearlylife.However,yourspeechmayalsocontain
anumberoffeatureswhichareunrelatedtoregionalvariation.
TwopeoplegrowingupiIlthe8amegeographicalarea,atthe
sametime,mayspeakdifferently,becauseofanumberofsocial
factors:itisinlportantnottooverlookthissoci8laspectoflan—
guage.EIecause,证manyways,speechisaformofsocialidentity
andisu3ed,consciouslyorunconsciously,toindicatemember—
shipofdifferentsocialgroupsordifferentspeechconlmunities.
Peoplefromdifferentbackground.suchaseducation,occupa—
tion,income,power,speakdifferentIy.
Thesocialclassesaredividedintotwogroupsofmiddle—
classpeople(middle—middleandlowermiddIe)andthree
groupsofworking—cIasspeople(upper,middleandworking).
Socialclasscanbecomputedinseveralways,basedonemploy—
ment,amountofeducation,incomeorvariouscombinationsof
these.Insomedialectsurveys,ithasbeenfoundthat,among
thoseleavingtheeducationalsystematanearlyage,thereisa
greatertendencytousewhicharerelativelyinfrequentinthe
speechofthosewhogoontocoUege.Expressionssuchasthose
containedin”Thembigboysbethrowingtheballand⋯”are
muchmorecommoninthespeechoftheformergroupthanthe
latter.StandardEngli8hisspokenbywell—educated,people
throughouttheworld.TheuppercIassprefertheuseofsittiIlg
—room,1avatory,bag,sofar,relations”to”lounge,toilet,hand—
bag,settee,relatives”usedbylower—class.Inpronunciation[h]
droppingoccursinlowersocialclassandunwell一educatedpeo—
plewhileuppermiddlecIassspeakersinthatareatendedtopro—
nouncefewer[r]soundsthanIowerworkingclassspeakers.”
ing”forminlessformaIstyleismoreusedbyhighclassthan”
in”forminlessfomalstyle.
IfIamspeakingtomyboss,whoisworriedthat1willfail
todoacertainjobwell,Imightsay”Iassureyou1willaccom—
plishthistasksuccessfuUy.”IfIamspeakingtomyfriendun—
derthe8amecircumstances,Imightsay”I’Ugetitdone,don’t
sweatit.”Itisclearthatthew8yofspeechtoabossisdiffer—
entfromtheonetoafriend.Theformerisformalandthelatter
isinformal.Usually,weusemoreformallanguageinpublicfo.
rums.(thebanksandschools)orwhenotherwiseseekingtoi—
dentifywiththewidersocietyanditscenterofpowerandinnu—
ence,waysofspeechdifferintermsoftheirprestigevaluein
thecommunity,levelsofformality.orassociationwithvarious
sociallydefinedgroups.
2.3Ofgender
Therearedifferentwaysofspeechbetweenwomenand
mentoo.WhatdifferencesthereareactuaIlydonotresultin
twoseparateordifferentlanguages,butratheronelanguage
withnoticeablesex—basedcharacteristics.
Thedifferencesexistinphonology,morphology,Vocabu一
1ary.Womenoftenuse”mm”,”um,””huh”,”yes”,noddingto
showtheyareinterestedinthetopic.Andtheyusemoretag
que8tionsandquickerresponsetothequestion.They8eldomin—
terruptthetalkandtryhereffortstoencouragethespeakerto
continuethisspeech.Theirspeechisusuallymorevivid,more
interestingandmoretrivial.Butmen’sspeechshow8theircon-
fidence,directnessandpower. (下转第139页)
一137—
科技信总 人文社科
3.1。1男女生在外语认知风格上存在差异。
所谓认知风格,是指认知者对偏爱的信息加工方式。男女生
在生理、心理上不同的特征导致了他们在外语认知风格上的差
异。进行外语学习时,女生偏爱听学型学习,而男生偏爱运动感
知学习。女生多属于“场依存型”外语学习者,他们具体部分的逻
辑分析更精确。课堂回答问题时,男生多属于冲动型,他们反应
及时,发盲踊跃,不太注意语言表达的准确性.而女生多属于慎
思型,她们思考、等待的时候多,但给出的
语言表达准确,正
确率高.
3.1.2男女生在学习策略的使用方面存在差异
语言学习策略是学习者为了使语言学习取得更好的效果而
采取的各种策略。一般认为女性使用学习策略比男性更频繁。
3.1.3男女生在外语学习能力方面存在差异
经研究发现,男女生在听力、语法、阅读和写作能力方面存
在明显的差异。男生的语法能力强于女生,其他方面女生明显超
过男生。
3.2基于性别差异的外语课堂教学
造成上述情况的原因,我已经在第二部分做过阐述,这里我
主要想在根据性别差异进行外语教学方面提自己的几点看法:
3.2.1重视性别差异,消除性别歧视,建立公平、积极的评
价机制.
作为教师,应了解不同性别学生的不同学习风格个策略,针
对差异组织教学活动,满足不同的发展
,培养其自主学习能
力,以取得最佳的教学效果。
3.2.2开发女生的语言天赋,激发男生的成就动机。
女生的左脑优势决定了其语言优势.作为教师应倍加珍惜
女生的语言天赋,保持女生学习外语的兴趣。同时,教师也可利
用男生好胜心强的特点,激发其自我增强驱力,鼓励他们和女生
展开外语学习竞赛.
3.2.3利用优势互补,促进学习策略全面发展.
教师在充分了解男女生性别差异的基础上,应尽量多样化
的安排课堂活动,既要安排男生擅长的分析推理型活动,又要安
排女生擅长的综合概括活动。在课堂分组活动时,应注意男女搭
配,优势互补,发挥他们各自的优势,弥补自身的劣势,使他们得
到全面发展.
4结论
综上所述,随着社会语言学、语用学的发展,性别语言研究
越来越展现了他独特的魅力。性别差异因素渗透在语言学习的
各个方面,教师应从多方面、多角度观察学生,做到因“性”施教,
既要重视对其优点进行促进和强化,也要弥补各自的薄弱环节,
全方位地提高学生的学习效率。
参考文献
[1]Holmes,Janet.1995.women,Menandpoliteness[M].
LondonandNewYork:Longman.
[2]JenniferCoate8(1993)Women,MenandLanguage,
Longman.
:3]Leech,G.1983.Principlesofpragmatics.London:Long—
man.
[4]白解红.性别语言文化与语用研究[M].长沙:湖南教育
出版社。2000.7.
[5]程晓堂,郑敏.英语学习策略[M].北京外语教学与研究
出版社,2002.
[6]类习英.性别差异,外语教学中不容忽视的因素[J].上
海师范大学学报,2006,(4).
[7]黄崇岭.性别差异与大学外语教学[J].同济大学学报,
2004,(1).
[8]许力生.话语风格上的性别差异研究[J].外国语,1997,
(1).
[9]张丽帆.性别差异与外语学习风格比较[J].长春师范学
院学报,2004,(1).
[10]朱曼殊.心理语言学[M].上海:华东师范大学出版社,
1990.
(上接第137页)
ThereisapatterndocumentedinAmeric蚍En91ishsoc砒
conte】【t8ofwomenco—operatiIlgand8eekingconnectionvia
laIlgu89e,whereasmen盯emorecompetitiVeandcon∞med
wi出power、,ialanguage.WomengeneraUydiscusstheirperson—
aIfeeliIlgmoret舢mmen.Menappearprefernon—persomltop·
ic3,suchas8portandnews.
2.4ofage
Sometime5,thegrandparentscannotunderstandwhat
theirgr姐dcllildren8ay.0nereasoni8thechoiceofvocabulary.
Youngpeopleusemore8lar培,8w哺rwords,andmorenew
word8.TheirsDeechismorevividandne】【ible.Theotherre鹳on
istheirpronunciationpitch.Whengrandparent8may8tilltalk
abouttheiceboxandwireless.He’5uIllikelytoknowwhat
rules,what5uck8,orwht’8totanystoked.
2.50fethIlicity
Inamoreseriousway,wecanob8ervethat,withiIIanyso—
ciety,differencesiIIspeechmycomeaboutbecau5eofdifferent
ethnicbackgrounds.hlveryobviouswaysothespeechofrecent
imznigrants,如dofteno“heirchildren,wiucont8inidentify啦
features.1nsomeareas,wheretherei88tfongl啦guageloyalty
totheoriginallanguageofthegroup,al盯genumberoffeattlres
arecarriedoveriIltothenewlanguage.
3Concl惦ion
A11ofthesocialf虬tor3,region,cl拍8,gender,ageandeth_
nicityarerelatedtov&riationaccordingtotheu8erofthelan-
guage.Differentpeoplespeal【“ferently.Thu8weneedtoad—
justthewayofour8peechirItimetomaketheco衄unication
guccessflll-
References
[1]GeorgeY.2000TheStudyofLaIlguageCambridgeU一
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[2]GeeJ.P.1993AnIntroductiontoHumanL&nguage:
fundamentalconcept8inlir蚋i8tic5NewJerseyPrenticeHaU,
EnglewoodCliffs
[3]Grady.0强dD0brovol8ky(E)Contempor盯yLinguis—
ticAmlysisToronto:CbppClarkPitm8nLtd.’矿&rdhaugh.R.
1986AnIntroductiontoSociolinguistic8BlackweUPubUshers
Ltd.
[4]胡壮蘑,刘润清,李延福.1987‘语言学教程).北京大学
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一139—
Better Communication with the Analysis of the Main
Social Factors Which Affect Our Way of Our Speech
作者: 张蕾
作者单位: 浙江师范大学外语学院;金华职业技术学院国际商务学院
刊名: 科技信息(学术版)
英文刊名: SCIENCE
年,卷(期): 2008,""(12)
被引用次数: 0次
参考文献(7条)
1.George Y The Study of Language 2000
2.Gee J.P An Introduction to Human Language:fundamental concepts in linguistics 1993
3.Grady.O.Dobrovolsky E Contemporary Linguistic Analysis
4.Wardhaugh.R An Introduction to Sociolinguistics 1986
5.胡壮麟.刘润清.李延福 语言学教程 1987
6.贾玉新 跨文化交际学 1997
7.高级中学教科书英语
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