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1、本科生毕业论文（设计）册 学院 XXX学院 专业 英语教育 班级 XXXX级英语教育X班 学生 XXX 指导教师 XX XXXX大学本科毕业论文（设计）任务书编 号： 论文（设计）题目：格莱斯合作原则理论指导下的生活大爆炸言语幽默研究 学院： XXX学院 专业： 英语教育 班级： XXX级英语教X班 学生姓名： XXX 学号： XXXX 指导教师： XX职称：副教授_论文（设计）研究目标及主要任务本论文的研究目标是探讨生活大爆炸中，违背合作原则产生的幽默。其主要任务是通过分析这些幽默产生的原因帮助观众更好的理解幽默并培养幽默感。2、论文（设计）的主要内容 本论文分为四章，第一章介绍进行该研究的
2、原因、合作原则和生活大爆炸，第二章文献综述，第三章对生活大爆炸中违背合作原则产生的幽默案例。最后一章是对本论文的总结。3、论文（设计）的基础条件及研究路线 本论文的基础条件是不同的学者对生活大爆炸中产生的幽默从不同角度进行研究。 研究路线是对生活大爆炸中违背合作原则产生的幽默的目的进行阐述，并将其分别应用在日常生活中和之后幽默情景剧的台词设计中。4、主要参考文献 Attardo, Salvatore. 1994. Linguistic Theories of Humor. New York : Mouton de Gruyter. Chiaro , Delia. 1992. The langu
3、age of Jokes: Analyzing Verbal Play London and New York: Routledge. Grice, H. P. 1975. Logic and Conversation. New York: Academic Press. 何兆熊，1989，语用学概要，上海：上海外语教育出版社。 胡壮麟，2006，语言学教程，北京：北京大学出版社。5、计划进度阶段起止日期1确定初步论文题目3月16日前2与导师见面，确定大致范围，填开题报告和任务书，导师签字3月16日-3月23日3提交论文提纲3月23日-3月30日4交初稿和文献综述3月30日-4月20日5交终稿
4、和评议书5月8日前指 导 教师： XX 年 月 日教研室主任： 年 月 注：一式三份，学院（系）、指导教师、学生各一份 XXXX大学本科生毕业论文（设计）开题报告书XXX 学院 英语教育 专业 XXX 届学生姓名XXX论文（设计）题目格莱斯合作原则理论指导下的生活大爆炸言语幽默研究指导教师XX专业职称XXX所属教研室英语基础教研室研究方向语言学课题论证：从违背格莱斯合作原则等方面论证违背合作原则在生活大爆炸中产生的幽默及其应用。方案设计：第一章介绍研究该论题的原因、合作原则和生活大爆炸，第二章文献综述， 第三章对生活大爆炸中违背合作原则产生的幽默进行个例研究， 第四章对本论文进行总结。进度计划
5、：3月16日前确定初步论文题目 3月23日前写开题报告、任务书3月30日前提交论文提纲4月20日前提交初稿和文献综述5月8日前交终稿和评议书指导教师意见： 指导教师签名： 年 月 日教研室意见： 教研室主任签名： 年 月 日XXXX大学本科生毕业论文（设计）文献综述Literature ReviewThe notion “context” has a long history. Different linguists have different understandings about it. Context only refers to the neighboring sounds, wo
6、rds, or phrases in Saussures modern linguistics. In his 1923 The problem of meaning in primitive languages, Malinowski first used the notion “language context”. In his opinion, language is a mode of action other than a symbol of thought. The function of language is to organize humans common action.
7、Malinowski argues that the utterances itself becomes only intelligible when it is placed within its context of situation. According to him, there is no way to categorize the meaning of utterances or the basis of internal considerations of language alone, and the meaning of its functions in the parti
8、cular situation, with reference to the given culture (Hu zhuanglin, 1988:35). There is no doubt that the meaning of language is situation and culture. However, it also resides in the relation to the linguistic context. Linguistic context here refers to the internal consideration of language. Linguis
9、tic context cannot entirely take the place of physical and cultural contexts, but it often helps in understanding the particular meaning of the words, phrases etc. Utterances are also never detached from the linguistic context. Based on these theories, Firth forms and develops his own context theory
10、. Firth believes that context has different levels and that the “sound context” is the most fundamental one in the context system and there is no lower contextual level. Firth denies that the meaning of a language comes from the language itself. On the contrary, he thinks that “each word when used i
11、n a new context is a new word” (Firth, 1957:190). Firth views that a context of situation for linguistic work brings into a relation of the following categories: A. the relevant features of participant: persons, personalities. (i) the verbal action of the participants; (ii) the non-verbal action of
12、the participants; B. the relevant objects; C. the effect of the verbal action. He claims that the meaning of the language should be studied through a hierarchy of contexts in the sense that meaning may be defined as the relationship between an element of any level and its context on that level: (i)
13、the relationship of each phoneme to its phonetic context; (ii) the relationship of each lexical item to the others in the sentences; (iii) the morphological relations of each word; (iv) the sentence type of which the given sentence is an example; (v) the relationship of the sentence to its context o
14、f situation. Both Malinowski and Firth regard language as a social process and a way of living. They both choose the actual language used in a certain context as their researching objects. Another linguist who has made great contributions to linguistics is Halliday. He receives and develops Firths two basic theories: “context of situation” and “system”. He thinks that language is a form of doing, not a form of knowing. In his opinion, language only differs in linguistic behavior potential and
