巴基斯坦多语种师生话语中种姓称呼形式的社会文化价值与语用学

M. A. Soomro
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引用次数: 0

摘要

导言。巴基斯坦大学的多语言和多文化课堂在试图理解学生和教师话语中种姓称呼形式所传达的态度和含义时,可能会造成交流上的困难。称呼形式受社会文化价值观的影响,反映了说话者的语言现实,传达了社会结构。在巴基斯坦英语使用者的各种称呼形式中,种姓作为一种称呼形式代表了他们的文化身份和规范。本文旨在介绍在大学环境中使用种姓作为巴基斯坦多语种英语使用者的一类称呼形式的研究结果。材料与方法。作者分享了基于大量工具收集的数据结果,如话语完成任务问卷、开放式访谈、大学发布的官方信函,并通过人种学观察进行了验证。共收到来自巴基斯坦公立大学的 n = 447 份答复。数据分析采用定量和定性相结合的混合方法,并借鉴了基于文化语言学、跨文化语用学、文化研究、地址形式理论、世界英语和社会语言学的跨学科理论框架。研究结果研究结果表明,巴基斯坦英语中种姓称呼形式的使用具有社会语用动态性。学生和教师使用种姓作为称呼形式的方式多种多样,符合社会文化价值观,以满足他们的交际需求。学生和教师在使用种姓时表现出亲近感、尊重感和非正式性。这些结果表明,作为称呼形式类别的种姓被解释为一种工具,对话者用它来进行话语建构适当的、基于情景的语言文化身份。这些结果对语言学习和教学、社会语言学和学术话语都有影响。讨论与结论。在多语言学术环境中,本研究的结果表明,社会和文化价值观对对话者的交际礼仪有影响。巴基斯坦英语使用者遵守他们的交际规范,承认社会语用知识的多样性,以满足交际需求。总之,研究结果表明,使用种姓作为称呼形式的差异显示了巴基斯坦多语种英语使用者的文化和双语身份。他们对称呼形式的使用和选择同时表达了尊重、亲密/亲近和非正式性,然而,欧洲人的称呼风格要么表示尊重,要么表示亲密。
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Sociocultural Values and Pragmatics of Caste Address Form in Multilingual Pakistani Student and Teacher Discourse
Introduction. Pakistani universities’ multilingual and multicultural classrooms can create communication difficulties when trying to understand the attitude and meanings conveyed by caste address forms in student and teacher discourse. Address forms are influenced by sociocultural values, they reflect speakers’ linguistic reality and convey the social structure of the society. Among the variety of address forms in Pakistani English speakers’ caste as a category of address form represents their cultural identity and norms. This article aims to present the findings of the study regarding the use of caste as a category of forms of address among multilingual Pakistani English speakers in a university setting. Materials and Methods. The author shares the results based on data collected from a vast range of tools such as discourse completion task questionnaires, open-ended interviews, official letters issued by the universities, and validated by ethnographic observation. A total number of n = 447 responses were received from public sector universities of Pakistan. The analysis of data was based on a mixed method of both quantitative and qualitative approaches and draws on an interdisciplinary theoretical framework based on cultural linguistics, cross- and intercultural pragmatics, cultural studies, theory of address forms, World Englishes, and sociolinguistics. Results. The results reveal that caste address form usage in Pakistani English has socio-pragmatic dynamics. The students and teachers used caste as an address form in a variety of ways that adhere to sociocultural values to achieve their communicative needs. The caste usage showed closeness/intimacy, respect, and informality among both students and teachers. These results suggest that caste as the category of address forms is interpreted as an instrument that interlocutors use to discursively construct appropriate, situation-based aspects of their lingua-cultural identities. The results have implications for language learning and teaching, sociolinguistics, and academic discourse. Discussion and Conclusion. In the multilingual academic setting, this study’s results suggest the influence of social and cultural values on the communication etiquettes of interlocutors. Pakistani English speakers adhere to their communication norms acknowledging varieties of sociopragmatic knowledge to achieve communicative needs. To sum up, results reveal variance in the use of caste as a category of address form showing multilingual Pakistani English speakers’ cultural and bi-multilingual identity. Their use and choice of address form express respect, intimacy/closeness, and informality at the same time, however, European addressing styles indicate either respect or intimacy.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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