语言选择与《围城》中言语幽默的解读

从语用学的角度,运用维索尔伦提出的语言顺应理论中的语言选择观,对长篇小说《围城》中的言语幽默进行具体分析,得出如下结论:言语幽默可以出现在语言结构的各个层面,是处于不同意识程度的语言使用者动态地进行语言选择的结果。     

反调也精彩——偏离与幽默

幽默是言语能力的重要表现。从修辞的角度来看,幽默是对常规形式的一种积极有益的正偏离。偏离是幽默的本质,也是幽默的基本来源。语境是言语行为的外在归约性因素,语言是言语行为的实体性因素,而逻辑则是言语行为的内在规定性因素。在言语活动中它们都有一定的常规,并在一定程度上制约着言语表达,对这些常规的正偏离是形成幽默的主要手段。     

手机短信中“包袱”生成的语言模因理据

在手机短信中,"包袱"是创造幽默效果的一种重要技巧,而它的形成与语言模因变异有着密切的关系。本文从语言模因论的视角出发,分别从语音、词汇和语篇三个层面的模因变异探究手机短信"包袱"的生成,研究发现语言模因论对于手机短信中"包袱"的生成具有很强的解释力。     

幽默语言在幼儿教学中的运用

把幽默运用到教育中可以活跃课堂气氛,沟通师生之间的情感,启发学生的智慧。我国教育教学理论的经典著作中,早已把"幽默诙谐"、"妙趣横生"作为教师语言的重要构成要素。幼儿正处在性格形成的关键期,在此期间,如果有机会受到富有幽默感的教学熏陶,这对他们良好性格的形成会产生深远的影响。可见,幼儿教学离不开幽默语言。     

翻译目的论指导下的幽默翻译

翻译目的论自提出以来,在各类翻译活动中得到了广泛的应用。翻译目的论的三原则,即目的原则、连贯原则和忠实原则,对大量存在于各类文本中的英语情景幽默与非情景幽默的翻译都具有积极与现实的指导意义。     

马克·吐温小说中幽默的认知语用浅析

幽默是马克.吐温中短篇小说中最突出的语言特征。传统的幽默研究局限在修辞层面上,因而,从认知语用的视角来分析马克.吐温中短篇小说中幽默语言具有创新性。预设和会话含义是幽默的认知语用理论的两个主要方面。马克.吐温中短篇小说中幽默的预设和会话含义的解读可以加深读者对小说语言建构和作者的写作技巧的深层理解。     

从会话合作原则看“无厘头”话语的幽默

在周星驰电影的影响下,"无厘头"话语从香港迅速蔓延到大陆,因其搞笑幽默的风格,在年轻人中尤为流行。"无厘头"语言,作为一种非规范性语言引起众多学者关注。它运用Grice的合作原则,在电影台词、网络对话中选取了一些典型对白为例,分别分析了在"无厘头"话语中故意遵守与违反会话合作原则所产生的幽默效果。     

“Anti-hero”Feature of Black Humor in Postmodernism Literary Fiction:with“Yossarian”in Catch-22 as an Example

Yossarian is the hero in Catch-22 written by Joseph Heller in 1961,bearing the typical"anti-hero"feature of Black Humor in postmodernism literary fiction.This paper aims at giving some of the examples to make readers clearer of the Black Humor and more familiar with the"anti-hero"feature of Black Humor in postmodernism literary fiction.     

Analyzing the Humor in Zhao Benshan’s Sketch Comedies—A Pragmatic View

Zhao Benshan’s sketch comedies are full of humorous elements.But the studies of the mechanisms causing humor in these Chinese contexts are relatively rare in the pragmatic domain at home.This essay,appealing to several pragmatic theories—mainly cooperative principle and polite principle,aims to exemplify and explicate the underlying systems that make up the humorous language.     

‘I Knew Jean-Paul Sartre’: Philosophy of education as comedy

Abstract

Ludwig Wittgenstein suggests that ‘A serious and good philosophical work could be written consisting entirely of jokes’. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ‘I knew Jean-Paul Sartre’, trying to trump the discussion. This conversation is a dialogue about comedy and humor as a basis for philosophy, education and pedagogy that provides an introduction to recent works and a context for ongoing research. The concluding section provides further reflection on some of the main themes, drawing attention to the significance of humor in dialogues within philosophy and education, and suggesting that it has a particular role in resisting managerialism at all levels of educational institutions.