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1、论论 文文 独独 创创 性性 声声 明明 本人声明所呈交的学位论文是我本人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果， 也不包含为获得江苏科技大学或其它教育机构的学位或证书而使用过的材料。 与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。 学位论文作者签名： 日 期： 学学 位位 论论 文文 使使 用用 授授 权权 声声 明明 江苏科技大学有权保存本人所送交的学位论文的复印件和电子文稿， 可以将学位论文的全部或部分上网公布，有权向国家有关部门或机构送交并授权其保存、上网公布
2、本学位论文的复印件或电子文稿。本人电子文稿的内容和纸质论文的内容一致。除在保密期内的保密论文外，允许论文被查阅和借阅。 研究生签名： 导师签名： 日 期： 日 期： A SCHEMATIC STUDY OF PRAGMATIC FAILURE IN INTERCULTURAL COMMUNICATION A Thesis Submitted In Partial Fulfillment of Requirements for Degree of Master of Arts By Xu Huangying Under the Supervision of Associate Professor
3、 Zhou Shujun School of Foreign Languages Jiangsu University of Science and Technology June, 2012 I Acknowledgements At the moment my thesis is going to be completed, my heart is full of gratitude. Writing this thesis is really a big task for me. Fortunately, I have got a lot of help. Without their s
4、incere support, the completion of this thesis would be impossible. First of all, I would like to express my sincere gratitude to my respected supervisor professor Zhou Shujun for his consistent encouragement, patient instructions and precious advice of this thesis. Secondly, my heartfelt thanks go t
5、o all the teachers who have lectured me during the last three years. Without their patient instructions, I could not have acquired the knowledge and methods needed in this thesis writing and my future study. Thirdly, I wish to thank all my classmates, friends and parents who gave me consistent encou
6、ragement and make my three-year school life full of varieties. Last but not least, I am deeply grateful to Miss Liu in Jiangsu Wuxi Senior High School who helped me carry out the survey study with all her efforts. Otherwise this survey study would not go so smoothly. Abstract II Abstract With the ra
7、pid development of globalization of economy and the frequent contacts among different countries, people of different cultural backgrounds communicate with each other more and more frequently than ever before. Being deeply influenced by their native culture backgrounds, people communicate with their
8、own cultural values, thinking patterns, communicative modes, and linguistic knowledge which gives rise to pragmatic failures. Jenny Thomas is the one who first defines pragmatic failure as “the inability to understand what is meant by what is said (1983:677).” and divides it into pragma-linguistic f
9、ailure and socio-pragmatic failure. After that, a lot of linguists both abroad and at home have made various researches from different perspectives. Since intercultural communication is an inevitable trend, research on pragmatic failure in intercultural communication has become a hot issue of both t
10、heoretical significance and practical value. Schema, the base of cognition, is one kind of cognitive structure which is formed from the basic analysis of the relationship between different items and also one kind of cognitive structure that people use for abstraction and conceptualization. Generally
11、 speaking, the process that people communicating with others is as to the interactive process of exchanging between new information and the knowledge which already existed in the mind. At first, people get new input and then contrast it with the schema already stored in the mind. If the existed sche
12、ma is inadequate for the new knowledge, people will adjust the existed schema accordingly. If there is no such schema in mind, people will restructure a new schema to for the future use. This thesis adopts an empirical study about EFL learners pragmatic failures in intercultural communication. It em
13、ploys both quantitative and qualitative methodologies. The quantitative research is a questionnaire with 20 multiple-choice questions consisting of three parts. Part 1 includes 11 items which are directly related to the activities in real life intercultural communication, such as apologizing, greeti
14、ng and so on. Part 2, including 7 items, are about the idioms, proverbs which are good reflections of both cultures; while Part 3 includes 2 items which are two examples of Abstract III non-verbal communication. The qualitative research is a semi-open interview of the subjects and their teachers whi
15、ch can help the author know the cognitive process of the subjects while doing the questionnaire and the teaching method their teachers adopts about improving the students intercultural communication competence. The theoretical significance of this dissertation is that it has adopted a cognitive pers
16、pective of analyzing pragmatic failures in intercultural communication. Through the analysis of the result of the survey study, it finds that the occurrence of pragmatic failures in intercultural communication is due to negative schema inference, schema difference and schema deficiency. Also, this dissertation can enrich the application of schema theory and lay foundations for fu
