| Speech act is one of the standards to measure the pragmatic competence of second language learners.Foreign language academia pays great attention to the acquisition of speech behaviors of learners who use English as a second language.But the Chinese academic community pays relatively little attention.In fact,in the process of learning Chinese as a second language,speech act acquisition is also one of the key and difficult points.There are many types of speech acts.Taking the example of rejection speech acts,this paper investigates the acquisition of learners who speak Chinese as a second language and finds their regular patterns of acquisition and some errors.Based on speech act theory,this paper takes speech act of rejection as the research content.Through a questionnaire survey,this paper compares the acquisition of rejection by Chinese students and foreign students.investigated the current situation of the compilation of speech acts in textbooks,and finds the acquisition rules,possible errors and reasons of errors by Chinese as a second language learners.The results of the survey show that many foreign students ignore power distance and are too polite when they use the refusal speech act.In view of the above problems,this paper puts forward suggestions from the perspectives of teaching and teaching materials,so as to help Chinese second language learners improve the communicative ability and even the pragmatic ability of rejecting speech acts.This article consists of five parts,the specific arrangements are as follows:The first chapter is the introduction,which introduces the background and significance of the topic,research overview,research ideas and methods.The second chapter is the theoretical basis of refusing speech performance,and systematically expounds speech act theory,face theory and politeness principle,and speech act refusal theory.The third chapter is about the analysis of the research situation of refusal speech act.Firstly,the questionnaire design of this paper is introduced,mainly explaining the scheme of the questionnaire design and the background of the survey objects.On this basis,a detailed analysis of the questionnaire data was carried out.Based on the survey results,this chapter analyzes the self-recognition of rejection ability,the cognitive comparison of rejection strategies in China and foreign countries,and the expression analysis of rejection speech behaviors in the speech-rejection behaviors used by the two groups of subjects.The analysis of speech act expression of rejection includes the perspectives of discourse pattern and strategic expression.According to the survey results,there are differences between Chinese and foreign students in strategic cognition,choice of discourse pattern in workplace situations,and understanding and selection of indirect rejection strategies.In addition,it also analyzes the biases and reasons of foreign students’ refusal to acquire speech behaviors.The fourth chapter is teaching advice.Based on the findings of this paper,suggestions are made for Chinese textbooks and classroom teaching that reject speech acts.The fifth chapter is the conclusion.It mainly introduces the main content and viewpoints,innovative attempts and deficiencies of this paper. |
