A Pragmatic Cognitive Oriented-Analysis of Long Conversations in Listening Ccomprehension

다국어 초록 (Multilingual Abstract)

This paper aims to take a tentative pragmatic-cognitive approach to the analysis of long conversations in listening comprehension involved in EFL teaching environment. On the philosophical basis of Experiential Realism, it is intended to integrate Relevance Theory (RT), Adaptation Theory (AT) and the tripartite model of situated discourse analysis proposed by Yue-guo Gu to account for English long conversations. What is worth noting here is that the concept of context defined as psychological or mental construct, which consists of ICM and the general background knowledge, serves as the interface for the synthetic study presented here. Meanwhile, topic, precisely the central discourse topic, serves as a desirable starting point for the data analysis.
Moreover, the present study mainly follows Ronald Carter and Michael McCarthy’s (2004) description of the generic organization and speech genres in CANCODE, which stands for ‘Cambridge and Nottingham Corpus of Discourse in English’.Moreover, in this paper, we mainly focus on the dynamic generation of meaning, the dynamic notion of context as well as the integrated progress of linguistic choices and contextualcorrelates. Furthermore, the argumentation is mainly done from the three aspects as follows: goal development analysis, talk exchange development analysis, and interpersonal management analysis. As for the latter, the author will mainly concentrate on strategies involved in goal development and interpersonal management, both of which are realized in talk exchange development. The author highlights such strategies as indirectness, politeness, power, metaphor, topic progression, the activation of ICM and encyclopedia knowledge etc.
The major findings of the study are as follows: To start with, it is proved that, in such highly institutionalized social situations as a library, a TV studio, or a workplace, both the speaker and the hearer tend to pursue the institutionalized goals by virtue of the roles they play. Secondly, it is crucial for the students to identify the central discourse topic as well as the topic progression strategies at the initial stage of the on-going process of a particular long conversation. Thirdly, activation of the corresponding ICM and the general background knowledge in a particular conversation can help a lot to bridge the gap caused by the cultural disparity between the students’ cognitive environment and that of the interactants in the target culture. Accordingly, they are able to fill in the information slot and thus successful comprehension will be ensured. Moreover, various strategies are involved in the goal development and interpersonal management, which are goal-oriented and genre-specific. However, some strategies overlap. Furthermore, when status relations, affective involvement, familiarity come into the picture, it makes the matter even worse and far more complicated. The author also explores its implications for EFL teaching from two perspectives: meta-pragmatic awareness and cognitive environment.

목차 (Table of Contents)

• Ⅰ. Introduction
• Ⅱ.Literature review
• Ⅲ Data Analysis
• Ⅳ Conclusion
• NOTES
• WORKS CITED