作　　者： ;

机构地区： 华南师范大学外国语言文化学院

出　　处： 《现代外语》 2022年第5期585-596,共12页

摘　　要： 本文基于语用身份论和顺应论,以高校与学生家庭之间真实的冲突性对话为语料,剖析家校交际中语用身份的建构、磋商及语境限制因素。研究发现,高校辅导员和学生家长为实现冲突话语管理,通过多种话语实践建构了质疑者、自省者和群内身份。此外,高校辅导员还建构了阐释者、开导者和寻求谅解者身份。冲突双方在既冲突又合作的动态过程中建构和磋商语用身份,采用了挑战、安抚、回避和共情策略。研究还发现,语用身份的建构和磋商受冲突发生阶段、交际者情感和面子需求、权势关系和文化规范等语境因素的制约。 Based on pragmatic identity theory and linguistic adaptation theory,this study analyses data from authentic conflict dialogues between the college and the students’families,with the aim of exploring the construction and negotiation of pragmatic identities and the restricting contextual factors in family-school interaction.It is found that for managing conflict talk both the college counselor and the students’parents constructed such identities as the doubter,the introspector and the intra-group via diverse discursive practices.In addition,the counselor also constructed the identities of the elaborator,the enlightener and the understanding seeker.For the construction and negotiation of pragmatic identities,both conflicting sides adopted the strategies of challenge,appeasement,evasion and empathy in a dynamic process of both conflict and cooperation.Furthermore,the construction and negotiation of pragmatic identities were restricted by contextual factors such as conflict stage,communicators’emotional and face needs,power relation and cultural norm.

关 键 词： 语用身份 话语建构 冲突管理 身份磋商 家校交际

领　　域： [语言文字—语言学]