关于etc的论文主题

因为ETC的便利性有限，用的时候少，车主嫌麻烦，所以车主们并不喜欢ETC

speech act theory and its application in chinese efl classroomabstract：to learn a language is to learn how to communicate inthat language. but in daily communication with nativespeakers, many chinese learners of english fail to use englishtactfully or appropriately. this article intends to analyzesome basic principles of speech act theory and theirapplication in efl classroom. it is concluded that in foreignlanguage teaching, teachers should try to foster learners’linguistic competence and pragmatic competence as well.key words：speech act，cross cultural communication，pragmaticcompetenceintroductionin our daily life, it seems that we live in a world ofspeeches, because we keep producing “speech acts”. we have thelinguistic competence. but it doesn't mean we have thecommunicative competence in that language. communicativecompetence is made up three component parts: linguisticcompetence, pragmatic competence and cognitive and affectivecapacity.traditionally, in teaching english as a foreign language(efl), the form of english has been emphasized in the eflclassroom. it results in the fact that students with goodmastery of english forms fail to communicate in englishappropriately. here is an example:a foreign guest remarked to a chinese interpreter, a younglady who had graduated not long ago from a university:foreign guest: your english is excellent. really quite fluent.chinese lady: no, no. my english is quite poor.the foreign guest felt a bit puzzled. the foreign guestmeant to express his appreciation. in response to thisappreciation, the chinese lady should follow some cooperativeprinciples by saying “thanks”. but her reply violated thequality maxim of cooperative principles (grice, 1975). as aresult this conversation can’t go on.the failure in the communication mentioned above isjust an example. in cross-cultural communication, when wespeak a foreign language, though our grammar may be correct,we cannot speak it tactfully and appropriately just because ofcultural differences. so in foreign language teaching, it isvery important to help the students understand the speech actsand the cultural difference between source language and targetlanguage. hence in teaching efl in the chinese context,communicative approach takes priority though the forms areimportant as well.speech acts theoryspeech acts theory makes great contribution to cross-culturalcommunication. the theory was initiated by the philosopher,j.l. austin in 1962. in his book austin’s initial distinctionis between constative and performative utterances (speech). aconstative one is an utterance which roughly serves to state afact, report that something is the case, or describe whatsomething is. performative utterances, on the other hand, arethose that have three characteristics: (a) they are performedin saying something; (b) they cannot be performed unlesslanguage is used; (c) they have connected with themperformative verbs the occurrence of which as a main verb in apresent tense, indicative, active, a first person sentencemarks explicit what act a speaker intends to be performing inuttering the sentence. austin suggests that statements aremerely one kind of speech act, that any statements, if onlythey are uttered in appropriate circumstances, may be regardedas implicit performatives. this leads to his new account: anyspeech act comprises at least two and typically three,sub-acts: locutionary act, illocutionary act andperlocutionary act. according to austin, the locutionary act“includes the utterance of certain noises, the utterance ofcertain words in a certain construction and the utterance ofthem with a certain ‘meaning’” (austin, 1962: 94). in otherwords, it is the act of conveying literal meaning by means ofsyntax, lexicon and extra-linguistic knowledge. as austinputs it, the illocutionary act can be regarded as the forcewith which the sentence was employed. “saying something willoften, or even normally, produce certain consequential effectsupon the feelings, thoughts, or actions of the audience, or ofthe speaker, or of other persons…. we shall call theperformance of an act of this kind the performance of aperlocutionary act or perlocution” (austin, 1962: 101).perlocutionary act is the consequence of, or the changebrought about by, the utterance. j. searle (1969) improvedthis speech act theory by introducing indirect speech acttheory. he argues that, where a certain force is part of themeaning, where the meaning uniquely determines a particularforce, these are not two different acts but two differentlabels for the same act, and he reached the conclusion thatthere are only illocutionary acts. searle holds that (1) thebasic linguistic unit is not a sign, but a speech act; (2)speech acts are controlled by two types of rules: regulativerules (dynamic rules for performing illocutionary acts incommunication) and constitutive rules (basic rules recognizedas for performing utterance and prepositional acts).“in contrast to austin, who focused his attention on howspeakers realize their intentions in speaking, searle focuseson how listeners response to utterances, that is how oneperson tries to figure out how another is using a particularutterance. what we can see in both austin and searle is arecognition that people use language to achieve a variety ofobjectives. if we want to understand what they hope toaccomplish, we must be prepared to take into account factorsthat range far beyond the actual linguistic form of anyparticular utterance” (r. wardhaugh, 1998:285).on the basis of the speech act theory, some linguists havedeveloped theories on word meaning and conversationalimplicaure. grice (1975) develops his remarkable theory ofconversational implicatures. in any conversation, only certainkinds of “moves” are possible at any particular time becauseof the constraints that operate to govern exchanges. theseconstraints limit speakers as to what they can say andlisteners as to what they can infer. grice calls theoverriding principles in conversation “cooperativeprinciples”: “make your conversational contribution such as isrequired, at the stage at which it occurs, by the acceptedpurpose or direction of the talk exchange in which you areengaged.” (grice, 1975: p45). he lists four maxims that followfrom the cooperative principle: quantity, quality, relationand manner. the most important cooperative principle in humancommunication is linguistic politeness put forward by leech(1983). he holds in communication, participants should followthe politeness principle of tact maxim, generosity maxim,modesty maxim, agreement maxim and sympathy maxim.but different cultures have different value of politeness andhave different expressions in their speech acts. thesedifferences may lead to pragmatic failure in cross-culturalcommunication.cross-cultural communicationscommunication is dynamic, interactive and irreversible.it usually includes the following components: behavioralsource, encoding, message, channel, responder, decoding,response and feedback. successful communication involves theparticipants mutual understanding and tactful and appropriateverbal exchanges. but the communication between people fromdifferent cultural background can more easily go wrong thanthat from the same culture, because“many of the meanings and understandings, at the level ofongoing processes of interpretation of speaker’s intent,depend upon culturally specific conventions, so that much ofthe meaning in any encounter is indirect and implicit. theability to expose enough of the implicit meaning to make for asatisfactory encounter between strangers or culturallydifferent speakers requires communicative flexibility”(gumperz and cook-gumperz, 1982, p14).foreign language learners need to develop this communicativeflexibility, this ability to cross cultural boundaries.different cultures have different expressions in their speechacts. in cross-cultural communication, any utterances can beinterpreted to have illocutionary speech acts. however, whenwe want to translate an utterance with a certain illocutionaryact into another language, there may be various kinds ofinterpretations. the illocutionary force of the utterance maybe diminished. for example, “你吃了吗?”(ni chi le ma? “have youeaten?”), “你上那儿去?” (ni shang na’er qu? “where are yougoing?”). these utterances have the illocutionary speech actsof greeting in the chinese context. but if one asks americanfriends the same questions, the original illocutionary forcedoesn’t exist. the american friends may feel confused at this“inquiry”.w. barnett pearce (1994) analyzes the differences ofthe performative speech acts (especial in different cultures):(a) differences in coverage of speech acts that people canperform. for example, the remark “you have a lovely wife” isregarded natural and highly appreciated by westerners, but inthe chinese context it would be regarded indecent. (b)differences in the diversity of speech acts. for example,people from one culture may express “i love you” in variousways, while people from another culture may express in onlyone or two ways. (c) differences in rules of performing speechact. in some western countries, it is very common to makepromise by swearing to god, but in other countries, it may beregarded insincere. (d) differences in the acceptance of newmessage. (e) differences in attitude to the conversation.doctors are sensitive to patients’ intentional runaround whilesome people pay little attention to speakers’ intention.obviously, we have to overcome these differences to master theability of speech acts in order to achieve successfulcommunication. however, it is very difficult to define theillocutionary force of speech acts, thus the problem is how todeal with it to serve for efl teaching effectively. olshtainand cohen offer the term “speech act set” to refer to a singlefunction with a set of structures beyond that of the singleutterance, differing from a speech act (single utterancefunctions) and a speech event (a conversation, a lecture,etc.). olshtain and cohen suggest that speech acts be studiedas sets of formulas, which perform the same function byreferring to the speech act of apology as an example ofanalysis. for example, when the offender is positivelyinclined to apologize, the steps of the formulas may be: stepone: an expression of an apology (“i’m sorry.” “please forgiveme”, etc.); step two: an explanation or account of thesituation (“i was caught in the rain.”); step three: anacknowledgment of responsibility (“it’s my fault.”); stepfour: a promise of non-recurrence (“i will never be lateagain.”), etc.the study of speech acts and the sets of formulas are veryuseful in cross-cultural communication, because differentcultures, even different communities in the same culture havedifferent rules in performing the speech acts. so sets offormulas of speech acts are important for foreign languagelearners to perform appropriate communication.speech acts vary in cultures, gender, occupation, etc.,which causes great difficulties in our daily communication. itis very important for foreign language learners to understandthe cultural differences between the source language and thetarget language. how to help learners to develop thiscommunicative ability in classroom setting? is it possible toconduct an effective pedagogical approach in efl teaching innonnative background? this is a challenge to traditional wayof foreign language teaching.communicative approach in teaching eflteaching efl in the chinese context is traditionallyrelated to the form of english (phonological, grammar andvocabulary), which a person needs to know about in hiscommunication. “but a knowledge of the form (even when thatknowledge is perfect) does not enable a person to communicate”(li, 1987). any language course should aim to help thestudents acquire not just knowledge of the form butcommunicative competence. communicative competence in englishis made up of three component parts: linguistic competence,pragmatic competence, and cognitive and affective capacity.traditional english course focus only on one dimension of thecommunicative competence, ignoring the other two. thestructuralists believe that “teachers should teach thelanguage, not about the language” (j. c. richards & t. s.rodgers, 1986). on the ‘stimulus-response’ basis, they claimthat foreign language learning is a mechanical habit-formationprocess. by doing pattern drills and reciting dialogues, thelearners are expected to minimize the chances of makingmistakes so that they can form a good habit. typical patterndrills include : “ask me if i have seen any movies lately”,“ask me who the screenwriter is”. the students respondgrammatical correctly: “have you seen any movies lately?”,“who is the screenwriter?” (yang, 1998)yet, language is not just words and grammar. there is alwayscontent when people communicate. “in fact, language is bestlearnt when it is a medium for learning some other subject oran exchange for affective or humanistic purposes” (li, 1987).students are human beings. they have their cognitive andaffective capacity.pragmatic competence (the use of language) is also neglectedin traditional and structuralist language courses. actually,this competence “enables students to know how differentcommunicative functions are realized in english, and who cansay what to whom, how, when, why, under what circumstances andin what context” ( li, 1987).in efl classroom of the chinese context, teachers should helpthe learners to develop the communicative competence from thedimensions of linguistic competence, communicative competenceand cognitive and affective capability. while teaching theknowledge of forms of english, teachers should also provideinformation about the usage of english language. for example,the utterance “sit down please” has the illocutionary force ofcommand. it’s improper to address to a visiting foreign guest.instead, the chinese host should make another utterance withthe illocutionary acts of invitation, such as “please take aseat” or “be seated please”. in order to learn standard,decent and universal english, efl learners should be exposedto “authentic language” (li, 1984) of english. “authenticlanguage” is the language that a person uses in real life toachieve communicative purposes. let’s look at the followingdialogue:billy: excuse me, miss， could you please tell me if this isthe way to the business department?

个人查阅资料所得，因为很多人对ETC的印象不好，之前有很多关于ETC的负面消息，比如说，ETC卡被偷了，ETC被别人刷了，因此很多人觉得不安全就无法信赖。

论文的题目是选题的直接表达,是作者想要研究的问题,是一篇论文的主题。下面是我带来的关于工业设计毕业论文选题的内容，欢迎阅读参考!

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