Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian

Pavel Duryagin; Maria Fokina

doi:10.17323/jle.2022.11859

Павел Дурягин Венецианский университет Ка Фокари https://orcid.org/0000-0002-3989-5433
Мария Фокина Московский государственный университет им. М.В. Ломоносова; РУДН https://orcid.org/0000-0002-8061-0575

DOI: https://doi.org/10.17323/jle.2022.11859

Ключевые слова: преподавание языка, межъязыковая прагматика, вежливость, речевой аспект, просодия, русский язык как иностранный

Аннотация

Предпосылки исследования: В ряде исследований в области межъязыковой прагматики отмечается, что русские директивные речевые акты занимают особое положение в рамках измерения языковой вежливости и (не)прямоты по сравнению с некоторыми германскими и романскими языками, широко изученными в данном направлении.

Цель исследования: цель данной работы заключалась в исследовании роли языковых индикаторов вежливости в русских высказываниях путем изучения их восприятия носителями языка и изучающими иностранный язык в ситуации взаимодействия преподавателя и учащегося.

Методы: был проведен эксперимент, в котором группы, говорящие на родном русском языке и на русском как иностранном, оценивали вежливость указаний преподавателя на русском языке по дискретной 7-балльной шкале. В ходе эксперимента учитывались три переменные: прямота речевого акта (проявляющаяся в выборе между императивной или вопросительной конструкцией), вид глагола и тип ядерного тона.

Результаты: полученные данные в целом подтверждают существующие исследования и демонстрируют, что как носители русского языка, так и изучающие русский язык как иностранный носители китайского языка не считают невежливыми прямые императивные стратегии, употребляемые преподавателем. Хотя обе группы участников в своих оценках одинаково полагались на интонационные признаки, группа изучающих русский язык как иностранный не стремилась оценить прагматику вида глагола. В группе носителей языка употребление несовершенного вида глаголов как в прямых, так и в условно косвенных конструкциях воспринималось как явный показатель невежливости. Группа изучающих русский язык как иностранный не придала такой значимости влиянию вида глагола, что указывает на то, что этот аспект не усваивается автоматически во время обучения языку на уровне ниже среднего и среднем уровне.

Выводы: в совокупности эти результаты подчеркивают важность непосредственного обучения прагматике даже учащихся, которые достаточно долго обучались за рубежом; кроме того, они намечают новые направления эмпирических исследований в области русского языка с точки зрения межъязыковой прагматики.

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