言语行为论与礼貌原则
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摘要：文章内容围绕着对语篇分析中的两个概念：语言行为论和礼貌原则，对两者定义的介绍、相同之处的总结、不同之处的对比而展开。对语言行为论和礼貌原则进行深入透彻的分析，总结两者的优势和弱势，以提供给人们在交流过程中更适当更有礼貌的方式。
关键词：言语行为 礼貌原则 弱势
1. Introduction
The majority of Chinese people are getting higher education nowadays. When communicate with others in English， they are not only focusing on the literal meaning， but on the way they express themselves. It requires English teachers to teach grammar， vocabulary to make sentences. Meanwhile， they have to lead Chinese students pay more attention to the way they express themselves in different situations. This article introduces the definition of speech act theory and politeness principle， Comparing the similarities and differences of these two theories， analyzing the strengths and weakness will help students express the meaning politely and appropriately.
2. The definition of speech acts theory and politeness principle
Speech acts theory and politeness are the two important approaches to discourse analysis. Brown and Levinson’s book Politeness noted， “politeness is based on the notions of positive face and negative face. Negative face refers to a person’s need to independent d not be imposed on by others.”
3. Similarities
In SAT， the way to perform the speech acts decides whether it is direct or indirect speech acts. Making requests is often used in your daily life. It’s necessary for students to know how to do it politely. Some students utter ‘lend me a car’ to show their request for a car. It is very rude to say that when you want to borrow a car in English .Normally， People use indirect speech acts to make requests which are considered politely because they soften the request. A sentence in New Interchange Teacher’s Edition 3 gives us a good example to make the same request ‘ I was wondering if you’d mind lending me your car’. Here the sentence has more than a single illocutionary force. It is not only asking a question， but also making a request. The utterance is not asking the hearer to lend the car directly， but more concerning the hearer’s desire or willingness to lend the car to the speaker. The expression also corresponds to the negative politeness strategies Brown and Levinson suggests ‘minimize imposition the other personThe request doesn’t force the hearer to lend the car， but use ‘I was wondering if you’d mind’ to negotiate with the hearer. In English， it is a polite way to make a request. Some expressions like ‘Would you be willing…’， ‘I just wanted to know if you could…’， ‘I hope…’， ‘ Is it convenient for you’ can be added before mention the main request. Students can follow these expressions to make requests.
The indirect speech act theory is also similar as politeness principle giving the hearer the option of refusing. “The form gives or at least appears to give the hearer the option of refusing， since a yes-no question allows ‘no’ as a possible answer.” There is a conversation also from New Interchange Teacher’s Edition 3
4. Differences
Students would be wondering which approach they can use most of the time. Actually， after I analyze the differences between these two approach， students will know they should use each approach appropriately in specific situation.
As Paltridge（2000） noted interrogative， declarative， and imperative sentence type can be used to express certain speech acts. Among them， imperative mood “express commands，direct requests， and prohibitions “Sometimes， to enhance harmony， we could use different forms to express our meaning not limited in showing politeness when it’s necessary. Students should learn to choose the appropriate way to express themselves in some special situation.
One English Teacher sets a good example： In the classroom， the teacher has already been suggesting the students not to make noise， but the students ignore it. At this moment， the teacher should make the statement ‘The classroom has to be quiet’ is much more influential than saying ‘Could you be quiet， please？’ Moreover， if the students still keep noisy， it would be awkward for teacher to say ‘ I was wondering whether you could get out of the classroom.’ Instead， the teacher should issue an imperative sentence’ Get out of the classroom’. The statement and imperative can be a threat to the student and it maintains the teacher’s power in the classroom. “Seale claims that ordinary conversation requirements of politeness normally make it awkward to issue at imperative sentences or explicit performatives.”
Reference
[1]Celce-Murica， M& Olshtain，E.2000. Discourse and Context in Language Teaching. Cambridge： Cambridge University Press.
[2]Hendriks， H. Indirect Speech Acts， Politeness， and the Civilizing Process. University of Utrecht and Amsterdam.
[3]Paltridge， B. 2000. Making Sense of Discourse Analysis. Australia： Antipodean Educational Enterprises.