A Study On The Pragmatic Strategies Of Disagreement Of Intermediate And Advanced Chinese Learners

With the continuous development of oral Chinese teaching,teachers not only pay attention to the development of students' language levels,but also focus on the improvement of students' pragmatic competence,which is usually reflected in their speech acts.Aiming at the speech act of ‘disagreement' and combining native Chinese speakers' corpus,this article establishes a classification framework of pragmatic strategies of ‘disagreement'.Based on this framework,this article explores the intermediate and advanced Chinese learners' use of pragmatic strategies of ‘disagreement'.Teachers and students can consequently know more about the development of Chinese learners' pragmatic competence.This article applies many theories,including Conversation Analysis,Step Analysis,Politeness Principle and Face Theory,takes step as the basic unit of analysis,and establishes the identification criteria of ‘disagreement'.The 154 steps of ‘disagreement' in three episodes of ‘Oriental Broadcasting Room',which is a news program,are selected as native Chinese speakers' corpus,and judged and marked to establish a classification framework of pragmatic strategies of ‘disagreement'.The pragmatic strategies of ‘disagreement' are divided into moderated strategies and enhanced strategies.The moderated include affirming partially,asking for clarification and so on.The enhanced include using negations directly,using rhetorical questions and so on.In order to investigate the actual use of Chinese learners' pragmatic strategies of ‘disagreement',this article selects 16 intermediate learners and 22 advanced learners.Classroom discussions are organized to obtain Chinese learners' true corpus.Based on the identification criteria and classification framework of pragmatic strategies of ‘disagreement',YEDDA is used to mark learners' pragmatic strategies of ‘disagreement',in order to obtain the use of Chinese learners' pragmatic strategies of ‘disagreement'.This article selects Chi-square statistics of SPSS as the data analysis tool,and compares uses of intermediate and advanced Chinese learners' pragmatic strategies of ‘disagreement'.Through the research,the conclusions are as follows.Firstly,Chinese learners of different levels show significant differences in the use of moderated and enhanced pragmatic strategies of ‘disagreement'.However,with the improvement of their Chinese levels,learners will be more inclined to use moderated pragmatic strategies,and the pragmatic strategies they use are more diverse.Secondly,Chinese learners of different levels show a large difference in the use of moderated pragmatic strategies of ‘disagreement'.Intermediate learners rely more on the strategy of setting situations and making examples,while advanced learners are more likely to use subjective discourse to express dissent.Nevertheless,their senses of using pragmatic empathy are both extremely weak.Thirdly,Chinese learners of different levels have strong consistency in the use of enhanced pragmatic strategies of ‘disagreement'.However,there are still some differences in the use of specific pragmatic strategies.Compared with advanced learners,intermediate learners rely more on using transitional discourse markers and using negation directly.Fourthly,Chinese learners' abilities in selecting and using appropriate pragmatic strategies still need to be improved.In view of above research results,this article discusses Chinese learners' language levels and pragmatic competence,and analyzes what results in their uses of disagreement pragmatic strategies combining with interviews.In the end,this article puts forward specific suggestions for Chinese pragmatic teaching in the future in terms of textbooks and teachers according to the current status of pragmatic teaching.