论文题目：关联理论和言语行为理论之间的关系及其实际应用
论文语种：英文
您的研究方向：语言学
是否有数据处理要求：否
您的国家：杭州
您的学校背景：一流重点大学
要求字数：5000
论文用途：硕士课程论文 Master Assignment
是否需要盲审（博士或硕士生有这个需要）：否
补充要求和说明：要求用实际的例子进行说明和阐释。
The Relationship between the Relevance Theory and the Speech Act Theory Application
Abstract: The purpose of the study is to investigate the relevance theory and speech act theory and the relationships between these two variables among pragmatics of English. Based on the results, the study suggested that teachers try to understand the two theories and their use of strategies so as to provide them the appropriate learning material and the appropriate learning strategies which may enhance students’ language learning.
Keywords: relevance theory, speech act theory, relationship, learning strategies
1. INTRODUCTION
As for relevance theory, it was defined by Rubin (1987) as “operations employed by the learner to aid the acquisition, storage, retrieval, and use of information”. [1]The importance of relevance theory was emphasized in the field of language learning as well as language teaching, as Oxford (1989) proposed, that relevance theory were related to all parts of learning acquisition.[2]
2. LITERATURE REVIEW
2.1 Relevance Theory
2.2 The Application of Speech Act Theory
3. The Relationship between the Relevance Theory and the Speech Act Theory
3.1 Research Criteria
3.2 Types of Relevance Theory in Studies
3.3 The Use of Speech Act Theory
3.4 Comparable Analysis
4. CONCLUSION
In summary, the current study focuses on investigating types of relevance, use of speech act theory, and the relationship between relevance theory and speech act theory. The results showed that the most frequent type of relevance was extrinsic relevance. Besides, evaluating and planning strategies was found the most frequently used strategies, whereas functional practice strategies was least frequently used strategies for learners in this sample. Most importantly, significant correlation between learners’ relevance and speech act theory was discovered. Based on the finding, several implications were provided for future language learning and teaching. It was believed that if teachers could try to promote learners’ intrinsic relevance as well as use of proper speech act theory for language learning, then learners’ learning may become more effective and persistent, as well.
Recommendations regarding the practical pedagogical implications of the research include the following:
1) Topic assignments should be coordinated with their teaching material in speech acts classrooms. Teachers should be aware of the speech acts strategies of their students so that they may orient their teaching methods more appropriately.
2) Another popular technique for fostering students’ relevance theory and speech acts practice is the teacher-student dialogue journal. With technique, students can submit their dialogue journal by relevance, and the teachers respond in the same manner, and students can receive responses soon.
3) Culture awareness is another pedagogical tool in relevance theory classrooms. The project with people in other countries can achieve this goal.
References
[1] Al-Shalawi, H. (1997). Refusal strategies in Saudi and American cultures. Unpublished Master’s Thesis, Michigan State University.
[2] Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Philadelphia: John Benjamins.
[3] Beebe, L. M., & Cumming, M. (1985). Speech act performance: a function of the data collection procedure? Paper presented at TESOL’85, New York.
[4] Chang, Y. F. (2010). ‘I no say you say is boring’: the development of pragmatic competence in L2 apology. Language science, 32, 408-424.
[5] Fraser, B. (1985). On the universality of speech act strategies. In S. George (Ed.), From the linguistic to social context (pp. 43-49). Bologna, Italy: Clueb.
[6] Ho, P. (2006). Internal modification of apology realization: Cross-cultural variations. Unpublished master thesis, National Sun Yat-sen University.
[7] Kasper, G., & Rose, K. (2002). Pragmatic development in a second language. Malden, MA: Blackwell.
[8] Liu, S. (1997). Interlanguage pragmatics: the state of the art and its revelation to research in China. Modern Foreign Languages (Guangzhou), 3, 74-81.
[9] Murphy, B. & Neu, J. (1996), My grade''s too low: The speech act set of complaining. In S.M. Gass & J. Neu, (Eds.), Speech Acts across Cultures: Challenge to Communication in a Second Language (pp.191-216). Berlin/NY: Mouton de Gruyter.
[10] Weirzbicka, A. (1991). Cross-cultural pragmatics: The semantics of human interaction. Berlin: Mouton de Gruyter.