方与圆:关系实践本土研究的社会—认知语用路径

Fang and Yuan: A Socio-cognitive Pragmatic Approach to Indigenous Studies of Relational Practice

  • 摘要: 关系实践的语用研究正面临着本土转向,当前的研究视角有待拓宽与革新。本文基于社会—认知语用视角,发掘本土文化中关系元概念“方”与“圆”的人际内核,进而探究汉语关系实践的运作模式。本研究以“方”与“圆”概念的含义,如“圆通”“方正”等为检索标记项,在北京大学现代汉语语料库(CCL)进行检索,并人工筛选、判定这两个概念的人际元语用评价用法及其所包含的关系要素与宏观关系范畴。研究发现汉语关系实践的运作模式本质上是“方—圆交互”实践,其实践容括交际的社会文化、认知心理维度及礼貌、脸面、人情、情感、人格和目的、原则等关系要素,可有效解释平和语境、协商语境与争吵语境中的关系实践特征,而其高效运作的底层机制有赖于交际者对共享现实的认知调节。据此,本文提出了根植于本土文化概念的“方—圆交互”关系实践模型,旨在推动人际语用学的本土化及其社会认知取向研究的理论构建。

     

    Abstract: Pragmatic studies of relational practice are undergoing an indigenization shift, while existing research perspectives remain to be broadened and innovated. Drawing on a socio-cognitive pragmatic approach, this study examines the interpersonal connotations of the indigenous meta-concepts Fang (square) and Yuan (circle), and further explores the operational model of relational practice embodied in Chinese cultural contexts. Using terms derived from Fang and Yuan (e.g., yuantong, fangzheng) as search keywords, this study retrieves data from the Center for Chinese Linguistics Corpus (CCL) of Beijing University and manually identifies instances where these concepts function as interpersonal metapragmatic evaluations, along with the relational elements and macro-relational categories embedded therein. Findings show that relational practice in Chinese is inherently Fang-Yuan interactions. It encompasses both the socio-cultural and cognitive-psychological dimensions of communication, as well as key relational elements including politeness, face, favor, affection, personality, goal and principle. This model effectively accounts for relational practice in neutral, negation-oriented and confrontational communicative contexts. Its effective operation is underpinned by interactants’ cognitive coordination of shared reality. Accordingly, this paper proposes a Fang-Yuan interactional model of relational practice grounded in indigenous concepts, aiming to advance the indigenization of interpersonal pragmatics and the theoretical development of socio-cognitive approaches in the field.

     

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