教學大綱表 (107學年度 第2學期)
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課程名稱
Course Title		 (中文) 文化與語用
(英文) Cross-cultural Pragmatics 		開課單位
Departments		 應用外語學系
課程代碼
Course No.		 L4150
授課教師
Instructor		 謝富惠
學分數
Credit		 2.0 必/選修
core required/optional		 選修 開課年級
Level		 大四
先修科目或先備能力(Course Pre-requisites)：
課程概述與目標(Course Overview and Goals)： This course will present pragmatics within an overall program for studying language as a social interaction system. We deal mainly with the extent to which language interpretation and production and social interaction depend on language users’ reflexive assumptions and inferences about each other. Pragmatics is the study we rely on in order to elucidate the relevant assumptions and the logic of the inferences so that we can make our social interaction completed.
Course Objective
It is hoped that the students may have, via systematic pragmatics, a greater understanding of the factors that influence a speaker’s choice to say something the way s/he does, and a hearer’s interpretation of what has been said and what was meant by it. In other words, we hope to present issues related to the negotiation of interpretation and roles that characterize pragmatics, with the aim to gain a better understanding of how humans communicate and how human mind works. During the course, we would look at the way people actually use language in relation to user context, and provide a reasonable account of why people say a particular thing on a particular occasion; what people are trying to do with their language; and how people cooperate in conversation.
教科書(Textbook)
參考教材(Reference) Suggested texts:
(1) Kraft, Bettina, and Geluykens, Ronald. (eds.) 2007. Cross-cultural
Pragmatics and Interlanguage English. LINCOM.
(2) Gass, Susan M., and Neu, Joyce. 1996. Speech Acts Across Cultures:
Challenges to Communication in a Second Language. Berlin: Mouton de Gruyter.
(3) Scollon, Ron, and Scollon, Suzanne Wong. 1995. Intercultural
Communication: A Discourse Approach. Blackwell.
(4) Foley, William A. 1997. Anthropological Linguistics. Blackwell Publishers.
課程大綱 Syllabus 學生學習目標
Learning Objectives		 單元學習活動
Learning Activities		 學習成效評量
Evaluation		 備註
Notes
序
No.		 單元主題
Unit topic		 內容綱要
Content summary
1 Week 1 Introduction (1) Kraft and Geluykens. 2007. Defining cross-cultural and interlanguage
pragmatics. In Kraft and Geluykens (eds.), 3-20.
(2) Grundy, Peter. 1995. Doing Pragmatics, Chapter 1: Using and
understanding language. London: Edward Arnold. 		To get a whole picture of the course. (3) Marmaridou. 2000. Pragmatic meaning and cognition. Ch. 1 (4) Wierzbicka, Anna. 1991. Cross-cultural Pragmatics, Chapter 1: Introduction. Mouton de Gruyter. (5) Gass. 1996. Introduction. In Gass & Neu (eds.), 1-17.  
2 Methodological issues (1) Cohen, Andrew. 1996. Investigating the production of speech act sets. In
Gass and Neu, 21-43.
(2) Houck, Noel, and Gass, Susan M. 1996. Non-native refusals: A
methodological perspective. In Gass and Neu, 45-64. 		To understand methodological issues related to the final project. (3) Beebe, Leslie M., and Cummings Martha Clark. 1996. Natural speech act data versus written questionnaire data. In Gass and Neu, 65-86. (4) Geluykens. 2007. On Methodology in CCP. In Kraft & Geluykens (eds.), 21-72.  
3 Reference/indexicality/Pronouns and addressing forms (1) Grundy, Peter. 1995. Doing Pragmatics. Chapter 2 Dexis: the relation of
language to its point of origin. Edward Arnold.
(2) Marmaridou. 2000. Pragmatic Meaning and Cognition. Ch. 3: Dexis.
John Benjamins. 		To know the use of addressing forms in social actions. Biq, Yung-O. 1991. The Multiple Uses of the Second Personal Pronoun ni in Conversational Mandarin. Journal of Pragmatics 16:307-321.  
4 Politeness and face (1) Foley, William A. 1997. Anthropological Linguistics. Chapter 14:
Politeness, Face, and the Linguistic Construction of Personhood. Blackwell Publishers. 		To know the politeness theory and the importance of \"face\" in cross-cultural environments. Report the tentative topic of your final project.  
5 Sequentiality in Interaction (1) Hua, Zhu, Li Wei and Qian Yuan. 2000. The sequential organization of gift offering and acceptance in Chinese. To know the sequentiality in social interactions, including gift offering and acceptance, and telephone opening.  
6 Conversational Practice and Pragmatic Failures Readings :
(1) Kim, Mary Shin. 2013. Answering questions about the unquestionable in Korean conversation. Journal of Pragmatics 57:138-157. 		To know different conversational practices in different cultures and to recognize what factors cause pragmatic failures.  
7 Initiating and Maintaining Solidarity (1): Initiating Interactions Mortensen, Kristian, and Hazel, Spencer. 2014. Moving into interaction---Social practices for initiating encounters at a helpdesk. Journal of Pragmatics 62:46-67. To know how social interactants initiate and maintain solidarity, with a partucular focus laid on greetings and initiating interactions.  
8 Initiating and Maintaining Solidarity (2): Humor (1) Xu, Zhen. 2014. Contextual dimensions in interactional humour: How humour is practiced in selected American and Chinese situation comedies. Journal of Pragmatics 60:24-35. To know how social interactants initate and maintain solidarity, with a particular focus laid on humor.  
9 mid-term assignment Summary of your research project: (i) thesis statement of your research question(s); (ii) methodology; (iii) literature review; and (iv) references Students have to turn in a summary of your research project, including (i) thesis statement of your research question(s); (ii) methodology; (iii) literature; and (iv) refereneces  
10 Initiating and Maintaining Solidarity (3): Compliments Nelson, Gayle L., Bakary, Waguida El, and Batal, Mahmoud Al. 1996.
Egyptian and American compliments. In Gass and Neu, 109-128. 		To know how social interactants maintain solidarity, with a particular focus laid on compliments and compliment-response strategiese.  
11 Face-threatening Acts (1): Requests Breuer, Anja, and Geluykens, Ronald. 2007. Variation in British and
American Requests. In Kraft and Geluykens, 107-126. 		To understand face-threatening acts, with a particular focus laid on requests.  
12 Face-threatening Acts (2): Complaints Murphy, Beth, and Neu, Joyce. 1996. My grade’s too low: The speech
act set of complaining. In Gass and Neu, 191-216. 		To undersatnd FTA, with a particular focus laid on complaints.  
13 Face-threatening Acts (3): Refusals Allamin, Hamid, and Naeimi, Amin. 2011. A cross-linguistic study of
refusals: An analysis of pragmatic competence development in Iranian EFL learners. Journal of Pragmatics 43:385-406. 		To understand FTA, with a particular focus laid on refusals.  
14 Gender Ogiermann, Eva. 2007. Gender-based Differences in English Apology
Realizations. In Kraft & Geluykens (eds.), 127-142. 		To understand how the factor of gender may cause a difference in some important cross-culture issues, including doing apologies, complaints, and so on.  
15 Sales Promotion Cheung, Ming. 2011. Sales promotion communication in Chinese and
English: A thematic analysis. Journal of Pragmatics 43:1061-1079. 		To know different strategies of sales promotion in different cultures.  
16 Final presentation (1) 1. Students take turns to present their final projects.
2. Peer reviews. 		By presenting their final projects, students learn oral presentation skills. presentation and critique (20%)  
17 Final presentation (2) 1. Take turns present final projects.
2. Peer reviews. 		To learn oral presentation skills. contribution (20%)  
18 Final exam Term paper of final project. to learn how to write an academic paper.  


教學要點概述：
1.自編教材 Handout by Instructor：
□ 1-1.簡報 Slids
□ 1-2.影音教材 Videos
□ 1-3.教具 Teaching Aids
□ 1-4.教科書 Textbook
□ 1-5.其他 Other
□ 2.自編評量工具/量表 Educational Assessment
□ 3.教科書作者提供 Textbook

成績考核 Performance Evaluation： 期末考：15%   期中考：15%   其他評量：15%   專題：20%   報告：15%   作業：20%  

教學資源(Teaching Resources)：
□ 教材電子檔(Soft Copy of the Handout or the Textbook)
□ 課程網站(Website)
扣考規定：https://curri.ttu.edu.tw/p/412-1033-1254.php