Research On The Pragmatic Strategies Of Persuasive Education In Forces

Pragmatic strategy is a language art, a strategical language. People will inevitably use strategies in human relationship. Correct and appropriate strategies may have favorable effect, getting the best of it in speech communication. Basing on the regular ideological and political work in the army, this thesis researches into the pragmatic strategies of the diction adopted by persuasive education in the army. It can provide reference and guidance for the practice of persuasive education in the army, and has theory and practice values. What's more, as a special case, it will enrich the research of Pragmatic strategy in Pragmatics and enhance our understanding and mastering of pragmatic strategies.For these purposes, from the perspective of the co-operative principle and the related theory, the author selects six units from the army he serves as the observed object, collects more than 40 examples of persuasive education in different periods, and dynamically analyzes these materials.Based on the actual verbal communication of persuasive education in the army, in accordance with the number of recipients and mode of persuasive education, we divide the education unit into two types, namely, individual persuasive education and collective persuasive education. Individual persuasive education is often conducted through individual talks. And collective persuasive education often adopts the modes such as mobilizations before wars, lectures before the queue, the collective comments, and summaries of training, reports, seminars. In the actual verbal communication practice of persuasive education in the army, we should combine the two modes together in order to achieve a better effect. In accordance with the form of verbal communication, we distinguish the direct persuasive education and indirect persuasive education. And these two dimensions are direct pragmatic strategies and indirect pragmatic strategies in pragmatics. Then we analyze the four related pragmatic factors in depth, namely the educator, the language situation, the purpose and the diction, which restrict the implementation of the strategies in persuasive education and their relationships. The different roles of the educators, their social backgrounds and levels of education also restrict the choice and understanding of the strategies. When we are doing the persuasive education, educators should select the appropriate form of expressions and markers according to different purposes, and the different communication situations in their study, training, life, duties and operations. And their relationship is complex, intertwined, and interacted.Finally, through further analysis of the materials, we find that in the dimensions of the direct persuasive education and indirect persuasive education, the direct pragmatic strategies may be divided into two hypogynous strategies: consolidation at every step and approval; while the indirect pragmatic strategies can be divided into the strategies such as resorting to the power of the principal of the education, using the role expectation, making good use of preinstall, powerful refutation and so on. In actual verbal communication, these strategies are not isolated , but integrated.