With the popularization of short message in our life and work, the language of short message has come to the attention of many language researchers, yet it is found that there is a limited literature on its function and stylistic features. In view of the above facts, this paper endeavors to analyze the stylistic features and pragmatic functions of short message used by university students.
1.1The Previous Study of Short Message
Short message is regarded as a convenient and informational medium for conveying messages that conforms well to human needs. As a new communicational tool that combines the functions of mobile phone and paper, short message has become popular worldwide in recent years, for it is convenient, cheap and interesting.
With the improvement of short message service, there are more and more studies on short message language. Some experts argued that the main style of short message is documental and style-mixing (Meng Jian’ an , 2004: 37-40). Others explored the lexical, syntactic and other non-lingual features of short message from the view of stylistics(Cai Pengfei, 2004: 9-11) . Some believed that short message is more casual than written language and more literal than oral conversation (Liao Bin, 2005: 63). There are also many studies that focus on the language disaster brought on by short messages, which are used by some people to kill time, and do not convey any meaningful information(Gao Yuanbao, 2004).
Generally speaking, the research on short message is still quite limited at present. Most experts explored the language features of short message from the view of stylistics, but few discuss the functional analysis of short message used by a specific group of people and the factors that influence the usage of short message.
1.2 Research Design
This paper mainly deals with the stylistic and functional analysis of short messages, attempting to find out the inter relation between their stylistic features and pragmatic functions. Methodologically speaking, this study integrates qualitative with quantitative research method to analyze the function and stylistic features of short message language used by university students. The data come from short messages daily used by students mainly in Nanjing University of Science and Technology. As there are a lot of short messages collected, this paper only focuses on the typical ones. For convenience, short message senders mentioned below are called A and B respectively.
Based on the literature review of the study on short message, this paper attempts to describe the lexical, syntactic and non-lingual features completely. Then, according to Searle ’ s classification of illocutionary acts, this paper gives pragmatic analysis of the data to study how such features are used to perform some specific speech acts and explore factors influencing functions of short message. With the framework of Speech Act Theory , this paper places much more emphasis on the central function of each short message and its responsive message. As there is limited research on functions of short messages, this paper carves out a new way on the study of short message.
2. Pragmatic Perspective of Language Study
2.1 Speech Act Theory
Speech Act Theory is a theory about language used to do things. According to Austin (1962), the founder of Speech Act Theory, “ s peech acts” are “the basic or minimal units of linguistic communication” ; they refer to actions performed via utterances. Austin made a distinction between constative and performative. But for a number of reasons, Austin was not satisfied with the constative-performative antithesis; he finally gave it up and constructed a new model of a speech act. He isolated three basic senses in which saying
something one is doing something, and hence three kinds of acts that are simultaneously performed: locutionary act, illocutionary act, and perlocutionary act. He further divided illocutionary act into five general classes: verdictives, exercitives, commisives, behabitives and expositives. His classification is rather rough and weak. In fact, he did not classify the illocutionary act but performatives verbs(Jiang Wangqi , 2000:197-217). However, his Speech Act Theory and the sub-categorization of a speech act into three acts greatly influence the linguists in studying language use.
2.2 Searle’ s Classification of Illocutionary Acts
Searle (1932) developed Austin’s Speech Act Theory. In order to solve Austin’s problem, Searle attempted to develop a more principled framework. He noticed the relationship between the propositional content of a sentence and its illocutionary act, which is ignored by Austin. Then he classified the illocutionary acts into five parts: assertive, directives, commisives, expressives and declarations. This classification is much better than Austin’s is. His classification is very influential and significant since it came into being and some applied linguists even regard it as the basis of language pedagogy. In fact, Searle's classification has paved the way for further study of illocutionary act. Searle's another important contribution to Speech Act Theory is that he is the first one to put forward indirect speech act.
(1) Assertive
The point or purpose of this class is to commit the speaker to something being the case, to the truth of the expressed proposition. The direction of fit is words to the world. The psychological state expressed is belief. The simplest test of an assertive is whether you can literally characterize it as true or false.
(2) Directives
The illocutionary point of a directive is to get the hearer to do something. The direction of
fit is the world to words. The psychological state expressed, or the sincerity condition, is Want (or Wish or Desire). And the propositional content is that the hearer H does some future action A. In Searle ’ s view, questions are a sub-class of directives, since they are attempts by S to get H to perform a speech act, to answer the question.
(3) Commissives
The illocutionary point in this class is to commit the speaker to some future course of action. The direction of fit is the world to words. The sincerity condition is Intention. And the propositional content is that the speaker S does some future action.
(4) Expressives
The illocutionary point is simply to express the psychological state specified in the sincerity condition about a state of affairs specified in the propositional content. But there is no direction of fit between words and the world. In performing an expressive, the speaker is neither trying to get the world to match the words nor the other way round, rather the truth of the expressed proposition is presupposed. When someone apologized for having stepped on your toe, it is not his purpose to report a past event that he has stepped on your toe nor to try to bring about a future state of affairs, i.e. to get your toe stepped on, but to express his attitude about an existing fact that your toe has been stepped on by him.
(5) Declarations
The illocutionary point of declarations is to bring about some alteration in the status or condition of the referred to object. The successful performance of a declaration guarantees that the propositional content corresponds to the world. If somebody successfully performs the act of declaring a state of war, then war is on. The performance of a declaration brings about a fit between words and the world by its very successful performance. In this sense, this class corresponds to the typical performatives. There is no sincerity condition in the sense that no personal attitude is involved in declarations. The speaker is acting as a spokesman of an institution. He is not expressing any psychological state of his own(Jiang
Wangqi , 2000:217-223) .
Speech Act Theory makes great contribution to the analysis of ordinary language. Austin believed that language can be used to do things and further isolated three kinds of acts. Searle developed Austin’s Speech Act Theory and classified the illocutionary acts into five types. However, it is criticized for the study of the speech act in isolation, without considering its sequence or responsive acts. Yule holds that the speech event determines the interpretation of an utterance as performing a particular speech act. A speech event may include an obvious central speech act, but it will also include other utterances leading up to and subsequently reacting to that central action (Yule, 2000: 56-57). In this paper the central speech act will be approached from the specific speech event to study how university students use short message to achieve their goal of communication.
3. Stylistic Feature of Short Message
This part will start to describe the stylistic features of short message from lexical, syntactic and discourse aspects as well as some non-lingual aspects.
3.1 Lexical Features
The choice of words can embody different stylistic features and functions. Words used in short message are quite simple and informal; besides, abbreviation and symbols are frequently used(Cai Pengfei, 2004:10) . This feature shows itself in the data collected. See example (1):
(1) A:
B:
A: 晚上要不
B: 可以啊,我买完东西就去四工,你吃完
In this example, “大教超” is the short form of “大教育超市” , one supermarket in the speaker ’ s university. And “四工” means the fourth teaching building, which may not be
understood by people without this shared information.
In addition to conciseness, short message used by students shows its casual or intimate style influenced by the relationship between the users.
See example (2):
(2) A: 在家吗?家里还其他人
B:
In this example, instead of using the word “ 寝” , A uses “家” to refer to their dormitory, which seems more amiable. Also, when mentioning the name of one of their roommates, B uses her nickname, one character “旎” , rather than using her full name, the complete three characters “丁静
Besides, some informationless words such as “呵呵” often express the user’ s attitude. See example (3):
(3) A:
B:
In this example, A uses “马政经” to denote “马克主义政治经学” , which is quite a long word. Besides, the word “
To sum up, the lexical feature mentioned above can help better serve the function of short messages used by university students. Considering the 70-word limit on each piece of message, the message sender always tries to use simple words or abbreviation in order to express his idea completely with the least effort. Also, using simple words and abbreviation can save a lot of time, so messages can be sent out as fast as possible. Secondly, university students send short messages mainly to their close friends, so there is need for them to use some informal words to further improve the interpersonal relationship.
3.2 Syntactic Features
Most short messages, like language used in daily conversation, often employ simple and short sentences instead of sophisticated sentences. Thus, ellipsis is often used in short messages. The short message users want to get some information quickly through short message, so they would rather use a phrase to provide the particular information instead of a whole sentence.
See example (4):
(4) A: MP3?
B: 还上课呢,下午
In this example, A wants to ask his MP3 player back, which has been borrowed by B before. Instead of using a long sentence like “ Where is my MP3 player? Would you please return is to me?” A uses one word only. But one word is enough in this situation. From B’ s message, we know this one-word sentence does not cause any misunderstanding and B knows clearly what A means. Sometimes, metaphors are used to save time, on the basis of certain background information. See example (5):
(5) A:
B: A506。
In this example, A uses the metaphorical word “坐标” to ask where B is. This phrase plus question mark also successfully transmits the information. As B is in the classroom, he sends the number of the classroom “ A506” to A.
(6) A: 老大买
B: 多少钱啊?
A: 三块电池加两充电
B: 三块电池?
A: 我要了一块。
B: 够便宜的,才 3100。
A: 比你买的 N70还
B: 恩,挺好的。
In this example, A and B are talking about a mobile phone of the particular type “ Nokia N 72” . Both of them are familiar with this very mobile phone. Therefore, all short messages they use employ short sentence, in order to save time. Also, a lot of ellipsis is used. For example, B uses “ 多少钱啊 ” to ask the price, instead of using the complete sentence like “ N72 现在多少钱
3.3 Non-lingual Features
Short messages lack body language and facial expressions so that they are easily misunderstood. Some people frequently use punctuations to form special symbols, such as
(7) A: 不好意思哈,我这会有事,
B: 没关系,我
In this example, A had made an appointment with B before, but now he can’ t come on time, so he sends a short message to apologize. B is A’ s good friend, so he thinks that it doesn’ t matter that he should wait some time longer. And at the end of B’ s reply message, he uses “:-)” to show his tolerance and friendliness, and give A his comfort.
3.4 Code-mixing and Style-mixing
Most university students enjoy good interpersonal relation, so when they send short messages, they are quite free on the choice of code and style. Also, as they are young people, they have stronger desire to pursue new expressions. Besides, they often send short messages to their classmates for entertainment and amusement, so code-mixing and style-mixing appears frequently. See example (8):
(8) 祝你在
有棒棒的 body ,
满满的 money ,
多多的 happy ,
每天心情都 sunny ,
无忧无虑像个小 baby 。
In this example, English words such as “ body ” , “ money ” are inserted into a Chinese short message, which makes such a message much more modern and interesting. The last word of each line rhymes, producing a special visual effect. Both the user and receiver may have strong impression when they read this short text.
(9) 考试如此多娇,引数
惜秦皇汉武,
唐宗宋祖,
一代天骄成吉思汗,
最后只把白卷交,
俱往矣,数
全部重考。
This message employs poetic style, imitating Chairman Mao’ s poem “沁园春·雪” . The formal style is revised ironically by some university students to express their discontentment against exams. The receiver could imagine two different images: Chairman Mao ’ s heroism and young people’ s libertinism.
To sum up, the short message sender uses simple and informal language, in order to transmit or exchange information in the shortest time. Sometimes if short messages are sent between close friends, abbreviation, ellipsis and code-mixing are frequently used. Besides, when short messages are sent to those who are superiors or strangers to the message sender, some holiday words and expression symbols are used to show politeness and avoid misunderstanding or conflict. In order to fully understand the short messages, some background information of the messages sender and receiver is needed. Otherwise, it would be quite difficult to understand a particular message. In the next part we will analyze illocutional act of short message to see how to perform a specific speech act and what kind of social factors influence such speech act.
4. Pragmatic Analysis of Short Message
The short messages below will be analyzed according to Searle’ s five general categories of illocutionary acts: directives, assertive, declarations, expressives and commissives. According to the functional analysis from the view of short message senders, directives and assertive are used most in the data collected, and few declarations are used.
4.1 Directives
See example (10):
(10) A: 帮我找六七个男生,明天上九点帮
B: 好的。
In this example, the locutionary act of A’ s sentence is in accordance with its illocutionary function, which is to get B to do something for him, i.e. the directive function. A is one of the deans on campus, and B is his assistant, so A enjoys a higher social position. Due to their special relationship, A is able to send short messages in imperative tone directly, because it is B’ s obligation to do what A told him to. However, if the requester does not enjoy a higher social position, she/he may need some phatic words before performing the act of directive. See example (11):
(11) A: 最
B: 还好吧,各方面都比较正,呵
A: 想请你帮忙。我有位韩国朋友想找个英语家教,能问一下有有同学愿意吗? B: 好
A: 谢谢。
In this example, though A uses the question sentence “ 能问一下有没有同学愿意吗 ? ” , his purpose is not to ask for information, but to put forward his request. The locutionary act of this sentence is to bring forward a question, but the illocutionary purpose is to get B to do something for him, specifically to help him find an English tutor for his Korea friend. Also in this example, A doesn’ t put forward his request directly in the first message. Instead, he uses the first message “ 最近过得还好吗 ? ” as phatic communication, which leads to their further conversation. The first greeting message here serves the interpersonal function. B is not a close friend of A, and they two don ’ t contact each other quite often. Due to their
particular relation, this greeting message is quite necessary and important, for it makes A’ s request natural and polite.
(12) A:
B: 下个学期
In this example, the locutionary act of A’ s words is to ask for information. The sender is a little bit inferior to the receiver, a senior student as well as the assistant of the dean, hence uses the address form “助理” to show the respect. As B is the assistant of the dean, he has the obligation to answer it. A does not offer more pre-sequences before the request.
4.2 Assertives
See example (13):
(13) A: 今天看到了一个通知,今年应届生进上海办理户口的准又变了,要看吗?可能你 有帮
B: 麻烦你发到我邮
In this example, A ’ s locutionary act is to tell the fact. The sentence serves the assertive function, which is used to tell B some helpful information about the change of registered permanent residence system in Shanghai. Also, the reason why A would like to do B such a favor is that B is one of A’ s close friends, so the short messages also serve an interpersonal function, to sustain their friendship.
Sometimes, the users may tell a joke or imitate a humorous style-mixing text to the receiver only for joy. See example (14):
(14) 老鼠没女友特别郁闷,终于一只蝙蝠答应嫁给他,老鼠十分高兴。别人笑话眼光, 老鼠:“你懂什么,她好歹
This short message serves an entertainment function. The message sender uses it to create certain feelings in the hearer. Short messages of this kind are usually sent between friends, so they also serve the function to sustain friendship.
4.3 Expressives
Sometimes students like to share their inner feelings with their friends. See example (15): (15) A: 我的
B: 啊!?
In this example, “我的高数挂
The “expressive function” of short message is to reveal something about the feelings or attitudes of the message sender. Good examples include emotional ejaculations like “啊” , “切” . Sentences like “真的很抱歉,下
(16) A: 南京又下了,
B: 我们这边还好,是个大晴天。
A: 天空阴沉沉的,不知道什么时候能见到
B: 感觉你心情不怎么好,有
A: 可能是因为要专四考试了,压
In this example, the sentence “ 可为要专四考试了吧,压力
When one is not sure whether complaints could be accepted, s/he need to make sure it first. A asks about the weather at B’ s place, using the sentence “ 南京
4.4 Commissives
See the following example:
(17) A: 电脑用完了吗?我急
B: 马上就好了,今
In this example, the sentence “马上就好了,今天晚上一定给你。 ” serves the commissive function to promise. B has borrowed A’ s computer for several days. As A need to use it to complete his academic paper, he sends B a short message, asking for the computer. B promises to return it in the evening. Besides, some messages also serve the function of threatening.
In the data collected, no short messages serve the declaration function, which usually involve certain procedure and the relevant participants, because university students seldom have the power to declare things. Besides, people usually declare things orally, not through short messages, which may have the delayed response.
According to the analysis, most short messages used by university students serve the function of directives and assertive. This is in accordance with the main purposes for university students to use short messages. They use short messages mainly to chat with friends, to get somebody to do something for them, especially asking for help, and to inform or tell somebody something. If the requester enjoys a higher position, she/he is able to send short messages in imperative tone directly. If the requester does not enjoy a higher social position, she/he may need some phatic words before performing the act of directive. But if the receiver has the obligation to do so, the requester may not have phatic communication before the performance of request.
Conclusion
This paper first gives an introduction to the previous study of short message, the Speech Act Theory and Searle’s classification of illocutionary acts . Then this paper integrates qualitative with quantitative research method to describe the stylistic features and analyze the pragmatic function of short messages used by students mainly in Nanjing University of Science and Technology.
From the above analysis, the writer concluded that words used in short message are quite simple and informal. Also, expression symbols are frequently used to improve the interpersonal relationship. Moreover, simple and short sentences are preferred to sophisticated sentences, and this shows the informal style of short message, more like daily conversation. At discourse level, code switching and code mixing are adopted to show university students’ awareness of poetic function of language. Most short message used by university students serve the function of directives and assertive, because university students mainly use short messages to inform or tell somebody something, to chat with friends or to ask somebody to do something for them, especially asking for help. If the message sender enjoys a higher social status, s/he uses the imperative tone directly. Otherwise, s/he may need some phatic communion before performing the act of directive. But if the receiver has the obligation to do so, the requester may not need phatic language before the performance of the request. On the whole, university students send short message to achieve various communicative goals while being influenced by power-distance relationship between the message users.
Acknowledgements
I would like to thank all those who have offered me help during the one month of writing this thesis.
I owe my deepest gratitude to my supervisor, Jing Xiaoping, whose expert advice and constant encouragement have been indispensable to the completion of this thesis. She has patiently read my thesis draft and suggested numerous improvements.
I would also like to extend my heartfelt thanks to lecturer Chen Lianjie, whose valuable material lays solid foundations for my individual research in the academic field.
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[9] 于敏,于
关洪光.焊缝
[10] 张晓光,孙正,胡晓磊,宦宇越.射线检测图?像中 缝和缺陷的?提
[11] 李文强,福昌,张英梅,杨录.新型超声无?损检测方法?的研究[J].原
编辑老师为?大家整理了?钢结构论文?参考献,希望
论文最新参考文献致谢
本 科 毕 业
With the popul?ariza?tion of short? messa?ge in our life and work, the langu?age of short? messa?ge has come to the atten?tion of many langu?age resea?rcher?s, yet it is found? that there? is a limit?ed liter?ature? on its funct?ion and styli?stic featu?res. In view of the above? facts?, this paper? endea?vors to analy?ze the styli?stic featu?res and pragm?atic funct?ions of short? messa?ge used by unive?rsity? stude?nts.
1.1 The Previ?ous Study? of Short? Messa?ge
Short? messa?ge is regar?ded as a conve?nient? and infor?matio?nal mediu?m for conve?ying messa?ges that confo?rms well to human? needs?. As a new commu?nicat?ional? tool that combi?nes the funct?ions of mobil?e phone? and paper?, short? messa?ge has becom?e popul?ar world?wide in recen?t years?, for it is conve?nient?, cheap? and inter?estin?g.
With the impro?vemen?t of short? messa?ge servi?ce, there? are more and more studi?es on short? messa?ge langu?age. Some exper?ts argue?d that the main style? of short? messa?ge is docum?ental? and style?-mixin?g (Meng Jian’an,2004: 37-40). Other?s explo?red the lexic?al, synta?ctic and other? non-lingu?al featu?res of short? messa?ge from the view of styli?stics?(Cai Pengf?ei,2004: 9-11). Some belie?ved that short? messa?ge is more casua?l than writt?en langu?age and more liter?al than oral conve?rsati?on (Liao Bin,2005: 63). There? are also many studi?es that focus? on the langu?age disas?ter broug?ht on by short? messa?ges, which? are used by some peopl?e to kill time, and do not conve?y any meani?ngful? infor?matio?n(Gao Yuanb?ao, 2004).
Gener?ally speak?ing, the resea?rch on short? messa?ge is still? quite? limit?ed at prese?nt. Most exper?ts explo?red the langu?age featu?res of short? messa?ge from the view of styli?stics?, but few discu?ss the funct?ional? analy?sis of short? messa?ge used by a speci?fic group? of peopl?e and the facto?rs that influ?ence the usage? of short? messa?ge.
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This paper? mainl?y deals? with the styli?stic and funct?ional? analy?sis of short? messa?ges, attem?pting? to find out the inter? relat?ion betwe?en their? styli?stic featu?res and pragm?atic funct?ions. Metho?dolog?icall?y speak?ing, this study? integ?rates? quali?tativ?e with quant?itati?ve resea?rch metho?d to analy?ze the funct?ion and styli?stic featu?res of short? messa?ge langu?age used by unive?rsity? stude?nts. The data come from short? messa?ges daily? used by stude?nts mainl?y in Nanji?ng Unive?rsity? of Scien?ce and Techn?ology?. As there? are a lot of short? messa?ges colle?cted, this paper? only focus?es on the typic?al ones. For conve?nienc?e, short? messa?ge sende?rs menti?oned below? are calle?d A and B respe?ctive?ly.
Based? on the liter?ature? revie?w of the study? on short? messa?ge, this paper? attem?pts to descr?ibe the lexic?al, synta?ctic and non-lingu?al featu?res compl?etely?. Then, accor?ding to Searl?e’s class?ifica?tion of illoc?ution?ary acts, this paper? gives? pragm?atic analy?sis of the data to study? how such featu?res are used to perfo?rm some speci?fic speec?h acts and explo?re facto?rs influ?encin?g funct?ions of short? messa?ge. With the frame?work of Speec?h Act Theor?y,this paper? place?s much more empha?sis on the centr?al funct?ion of each short? messa?ge and its respo?nsive? messa?ge. As there? is limit?ed resea?rch on funct?ions of short? messa?ges, this paper? carve?s out a new way on the study? of short? messa?ge.
2. Pragm?atic Persp?ectiv?e of Langu?age Study?
2.1 Speec?h Act Theor?y
Speec?h Act Theor?y is a theor?y about? langu?age used to do thing?s. Accor?ding to Austi?n (1962), the found?er of Speec?h Act Theor?y, “speec?h?acts” are “the?basic? or minim?al units? of lingu?istic? commu?nicat?ion”; they refer? to actio?ns perfo?rmed via utter?ances?. Austi?n made a disti?nctio?n betwe?en const?ative? and perfo?rmati?ve. But for a numbe?r of reaso?ns, Austi?n was not satis?fied with the const?ative?-perfo?rmati?ve antit?hesis?; he final?ly gave it up and const?ructe?d a new model? of a speec?h act. He isola?ted three? basic? sense?s in which? sayin?g
本 科 毕 业 论
2.2 Searl?e’s Class?ifica?tion of Illoc?ution?ary Acts
Searl?e (1932) devel?oped Austi?n’s?Speec?h Act Theor?y. In order? to solve? Austi?n’s?probl?em, Searl?e attem?pted to devel?op a more princ?ipled? frame?work. He notic?ed the relat?ionsh?ip betwe?en the propo?sitio?nal conte?nt of a sente?nce and its illoc?ution?ary act, which? is ignor?ed by Austi?n. Then he class?ified? the illoc?ution?ary acts into five parts?: asser?tive, direc?tives?, commi?sives?, expre?ssive?s and decla?ratio?ns. This class?ifica?tion is much bette?r than Austi?n’s?is. His class?ifica?tion is very influ?entia?l and signi?fican?t since? it came into being? and some appli?ed lingu?ists even regar?d it as the basis? of langu?age pedag?ogy. In fact, Searl?e's class?ifica?tion has paved? the way for furth?er study? of illoc?ution?ary act. Searl?e's anoth?er impor?tant contr?ibuti?on to Speec?h Act Theor?y is that he is the first? one to put forwa?rd indir?ect speec?h act.
(1) Asser?tive
The point? or purpo?se of this class? is to commi?t the speak?er to somet?hing being? the case, to the truth? of the expre?ssed propo?sitio?n. The direc?tion of fit is words? to the world?. The psych?ologi?cal state? expre?ssed is belie?f. The simpl?est test of an asser?tive is wheth?er you can liter?ally chara?cteri?ze it as true or false?.
(2) Direc?tives?
The illoc?ution?ary point? of a direc?tive is to get the heare?r to do somet?hing. The direc?tion of
本 科 毕 业 论 文 第 4 页 共 17 页 fit is the world? to words?. The psych?ologi?cal state? expre?ssed, or the since?rity condi?tion, is Want (or Wish or Desir?e). And the propo?sitio?nal conte?nt is that the heare?r H does some futur?e actio?n A. In Searl?e’s view, quest?ions are a sub-class? of direc?tives?, since? they are attem?pts by S to get H to perfo?rm a speec?h act, to answe?r the quest?ion.
(3) Commi?ssive?s
The illoc?ution?ary point? in this class? is to commi?t the speak?er to some futur?e cours?e of actio?n. The direc?tion of fit is the world? to words?. The since?rity condi?tion is Inten?tion. And the propo?sitio?nal conte?nt is that the speak?er S does some futur?e actio?n.
(4) Expre?ssive?s
The illoc?ution?ary point? is simpl?y to expre?ss the psych?ologi?cal state? speci?fied in the since?rity condi?tion about? a state? of affai?rs speci?fied in the propo?sitio?nal conte?nt. But there? is no direc?tion of fit betwe?en words? and the world?. In perfo?rming? an expre?ssive?, the speak?er is neith?er tryin?g to get the world? to match? the words? nor the other? way round?, rathe?r the truth? of the expre?ssed propo?sitio?n is presu?ppose?d. When someo?ne apolo?gized? for havin?g stepp?ed on your toe, it is not his purpo?se to repor?t a past event? that he has stepp?ed on your toe nor to try to bring? about? a futur?e state? of affai?rs, i.e. to get your toe stepp?ed on, but to expre?ss his attit?ude about? an exist?ing fact that your toe has been stepp?ed on by him.
(5) Decla?ratio?ns
The illoc?ution?ary point? of decla?ratio?ns is to bring? about? some alter?ation? in the statu?s or condi?tion of the refer?red to objec?t. The succe?ssful? perfo?rmanc?e of a decla?ratio?n guara?ntees? that the propo?sitio?nal conte?nt corre?spond?s to the world?. If someb?ody succe?ssful?ly perfo?rms the act of decla?ring a state? of war, then war is on. The perfo?rmanc?e of a decla?ratio?n bring?s about? a fit betwe?en words? and the world? by its very succe?ssful? perfo?rmanc?e. In this sense?, this class? corre?spond?s to the typic?al perfo?rmati?ves. There? is no since?rity condi?tion in the sense? that no perso?nal attit?ude is invol?ved in decla?ratio?ns. The speak?er is actin?g as a spoke?sman of an insti?tutio?n. He is not expre?ssing? any psych?ologi?cal state? of his own(Jiang?
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Speec?h Act Theor?y makes? great? contr?ibuti?on to the analy?sis of ordin?ary langu?age. Austi?n belie?ved that langu?age can be used to do thing?s and furth?er isola?ted three? kinds? of acts. Searl?e devel?oped Austi?n’s?Speec?h Act Theor?y and class?ified? the illoc?ution?ary acts into five
types?. Howev?er, it is criti?cized? for the study? of the speec?h act in isola?tion, witho?ut consi?derin?g its seque?nce or respo?nsive? acts. Yule holds? that the speec?h event? deter?mines? the inter?preta?tion of an utter?ance as perfo?rming? a parti?cular? speec?h act. A speec?h event? may inclu?de an obvio?us centr?al speec?h act, but it will also inclu?de other? utter?ances? leadi?ng up to and subse?quent?ly react?ing to that centr?al actio?n (Yule, 2000: 56-57). In this paper? the centr?al speec?h act will be appro?ached? from the speci?fic speec?h event? to study? how unive?rsity? stude?nts use short? messa?ge to achie?ve their? goal of commu?nicat?ion.
3. Styli?stic Featu?re of Short? Messa?ge
This part will start? to descr?ibe the styli?stic featu?res of short? messa?ge from lexic?al, synta?ctic and disco?urse aspec?ts as well as some non-lingu?al aspec?ts.
3.1 Lexic?al Featu?res
The choic?e of words? can embod?y diffe?rent styli?stic featu?res and funct?ions. Words? used in short? messa?ge are quite? simpl?e and infor?mal; besid?es, abbre?viati?on and symbo?ls are frequ?ently? used(Cai Pengf?ei,2004:10). This featu?re shows? itsel?f in the data colle?cted. See examp?le (1):
(1) A: 现在在哪呢?,
B: 在教超买?
A: 晚上要不
B: 可以,我买完东西?去四工,
In this examp?le, “大教超” is the short? form of “大教育
本 科 业 论 文
In addit?ion to conci?senes?s, short? messa?ge used by stude?nts shows? its casua?l or intim?ate style? influ?enced? by the relat?ionsh?ip betwe?en the users?.
See examp?le (2):
(2) A: 在家吗,
B: 有,我和旎。
In this examp?le, inste?ad of using? the word “寝
compl?ete three? chara?cters? “丁静旎”.
Besid?es, some infor?matio?nless? words? such as “
(3) A:
B: 呵呵,没
In this examp?le, A uses “马政” to denot?e “马克思主义?政治济?, which”? is quite? a long word. Besid?es, the word “
To sum up, the lexic?al featu?re menti?oned above? can help bette?r serve? the funct?ion of short? messa?ges used by unive?rsity? stude?nts. Consi?derin?g the 70-word limit? on each piece? of messa?ge, the messa?ge sende?r alway?s tries? to use simpl?e words? or abbre?viati?on in order? to expre?ss his idea compl?etely? with the least? effor?t. Also, using? simpl?e words? and abbre?viati?on can save a lot of time, so messa?ges can be sent out as fast as possi?ble. Secon?dly, unive?rsity? stude?nts send short? messa?ges mainl?y to their? close? frien?ds, so there? is need for them to use some infor?mal words? to furth?er impro?ve the inter?perso?nal relat?ionsh?ip.
本 科 毕 论
Most short? messa?ges, like langu?age used in daily? conve?rsati?on, often? emplo?y simpl?e and short? sente?nces inste?ad of sophi?stica?ted sente?nces. Thus, ellip?sis is often? used in short? messa?ges. The short? messa?ge users? want to get some infor?matio?n quick?ly throu?gh short? messa?ge, so they would? rathe?r use a phras?e to provi?de the parti?cular? infor?matio?n inste?ad of a whole? sente?nce.
See examp?le (4):
(4) A: MP3?
B: 还上课呢,
In this examp?le, A wants? to ask his MP3 playe?r back, which? has been borro?wed by B befor?e. Inste?ad of using? a long sente?nce like “Where? is my MP3 playe?r? Would? you pleas?e retur?n is to me?” A uses one word only. But one word is enoug?h in this situa?tion. From B’s messa?ge, we know this one-word sente?nce does not cause? any misun?derst?andin?g and B knows? clear?ly what A means?. Somet?imes, metap?hors are used to save time, on the basis? of certa?in backg?round? infor?matio?n. See examp?le (5):
(5) A: 坐标,
B: A506。
In this examp?le, A uses the metap?horic?al word “坐标” to ask where? B is. This phras?e plus quest?ion mark also succe?ssful?ly trans?mits the infor?matio?n. As B is in the class?room, he sends? the numbe?r of the class?room “A506” to A.
(6) A: 老
B: 多少钱啊,
A: 三电池加?
B: 三
A: 我要
B: 够便宜的,才3100?。
A: 比
B: 恩,挺好的。
本 科 毕 业 论 文 第 8 页 共 17 页 In this examp?le, A and B are talki?ng about? a mobil?e phone? of the parti?cular? type “Nokia? N 72”. Both of them are famil?iar with this very mobil?e phone?. There?fore, all short? messa?ges they use emplo?y short? sente?nce, in order? to save time. Also, a lot of ellip?sis is used. For examp?le, B uses “多少钱啊” to ask the price?, inste?ad of using? the compl?ete sente?nce like “N72 现在多少钱?啊,”.
3.3 Non-lingu?al Featu?res
Short? messa?ges lack body langu?age and facia?l expre?ssion?s so that they are easil?y misun?derst?ood. Some peopl?e frequ?ently? use punct?uatio?ns to form speci?al symbo?ls, such as ":-)",
":-(", ":-=", ":-*", in order? to expre?ss their? feeli?ngs more vivid?ly and avoid? misun?derst?andin?g. See examp?le (7):
(7) A: 不好意思哈?,
B: 没关系,我等你:-)
In this examp?le, A had made an appoi?ntmen?t with B befor?e, but now he can’t come on time, so he sends? a short? messa?ge to apolo?gize. B is A’s good frien?d, so he think?s that it doesn?’t matte?r that he shoul?d wait some time longe?r. And at the end of B’s reply? messa?ge, he uses “:-)” to show his toler?ance and frien?dline?ss, and give A his comfo?rt.
3.4 Code-mixin?g and Style?-mixin?g
Most unive?rsity? stude?nts enjoy? good inter?perso?nal relat?ion, so when they send short? messa?ges, they are quite? free on the choic?e of code and style?. Also, as they are young? peopl?e, they have stron?ger desir?e to pursu?e new expre?ssion?s. Besid?es, they often? send short? messa?ges to their? class?mates? for enter?tainm?ent and amuse?ment, so code-mixin?g and style?-mixin?g appea?rs frequ?ently?. See examp?le (8):
(8) 祝你
有棒棒的b?ody,
满满的mo?ney,
多多的ha?ppy,
本 科 毕 业 论 文 第 9 页 共 17 页
每天心情都?sunny?,
无忧无虑像?
In this examp?le, Engli?sh words? such as “body”, “money?” are inser?ted into a Chine?se short? messa?ge, which? makes? such a messa?ge much more moder?n and inter?estin?g. The last word of each line rhyme?s, produ?cing a speci?al visua?l effec?t. Both the user and recei?ver may have stron?g impre?ssion? when they read this short? text.
(9) 考试如此多?
惜秦皇汉武?,胆子太小,
唐宗宋祖,
一代天骄成?吉思汗,
最后只把
俱往矣,数
全部重考。
This messa?ge emplo?ys poeti?c style?, imita?ting Chair?man Mao’s poem “沁园春?
To sum up, the short? messa?ge sende?r uses simpl?e and infor?mal langu?age, in order? to trans?mit or excha?nge infor?matio?n in the short?est time. Somet?imes if short? messa?ges are sent betwe?en close? frien?ds, abbre?viati?on, ellip?sis and code-mixin?g are frequ?ently? used. Besid?es, when short? messa?ges are sent to those? who are super?iors or stran?gers to the messa?ge sende?r, some holid?ay words? and expre?ssion? symbo?ls are used to show polit?eness? and avoid? misun?derst?andin?g or confl?ict. In order? to fully? under?stand? the short? messa?ges, some backg?round? infor?matio?n of the messa?ges sende?r and recei?ver is neede?d. Other?wise, it would? be quite? diffi?cult to under?stand? a parti?cular? messa?ge. In the next part we will analy?ze illoc?ution?al act of short? messa?ge to see how to perfo?rm a speci?fic speec?h act and what kind of socia?l facto?rs influ?ence such speec?h act.
本 科 毕 业
The short? messa?ges below? will be analy?zed accor?ding to Searl?e’s five gener?al categ?ories? of illoc?ution?ary acts: direc?tives?, asser?tive, decla?ratio?ns, expre?ssive?s and commi?ssive?s. Accor?ding to the funct?ional? analy?sis from the view of short? messa?ge sende?rs, direc?tives? and asser?tive are used most in the data colle?cted, and few decla?ratio?ns are used.
4.1 Direc?tives?
See examp?le (10):
(10) A: 帮我找六七?个男,明天早
B: 好的。
In this examp?le, the locut?ionar?y act of A’s sente?nce is in accor?dance? with its illoc?ution?ary funct?ion, which? is to get B to do somet?hing for him, i.e. the direc?tive funct?ion. A is one of the deans? on campu?s, and B is his assis?tant, so A enjoy?s a highe?r socia?l posit?ion. Due to their? speci?al relat?ionsh?ip, A is able to send short? messa?ges in imper?ative? tone direc?tly, becau?se it is B’s oblig?ation? to do what A told him to. Howev?er, if the reque?ster does not enjoy? a highe?r socia?l posit?ion, she/he may need some phati?c words? befor?e perfo?rming? the act of direc?tive. See examp?le (11):
(11) A:
B: 还吧,各方面都
A: 想请帮个?忙。我有位韩国?朋友想个?英语家
B: 好的,没问题。
A: 谢谢。
In this examp?le, thoug?h A uses the quest?ion sente?nce “能问一下有?没有同学愿?意吗”?, his purpo?se is not to ask for infor?matio?n, but to put forwa?rd his reque?st. The locut?ionar?y act of this sente?nce is to bring? forwa?rd a quest?ion, but the illoc?ution?ary purpo?se is to get B to do somet?hing for him, speci?fical?ly to help him find an Engli?sh tutor? for his Korea? frien?d. Also in this examp?le, A doesn?’t put forwa?rd his reque?st direc?tly in the first? messa?ge. Inste?ad, he uses the first? messa?ge “最近过得还?好吗?” as phati?c commu?nicat?ion, which? leads? to their? furth?er conve?rsati?on. The first? greet?ing messa?ge here serve?s the inter?perso?nal funct?ion. B is not a close? frien?d of A, and they two don’t conta?ct each other? quite? often?. Due to their?
本 科 毕 业
(12) A: 助理,请问们什?
B: 下个学
In this examp?le, the locut?ionar?y act of A’s words? is to ask for infor?matio?n. The sende?r is a littl?e bit infer?ior to the recei?ver, a senio?r stude?nt as well as the assis?tant of the dean, hence? uses the addre?ss form “助
the oblig?ation? to answe?r it. A does not offer? more pre-seque?nces befor?e the reque?st.
4.2 Asser?tives?
See examp?le (13):
(13) A: 天看到了?一个通知,今年届生?进上海办
你有?帮助。
B: 麻你发到?
In this examp?le, A’s locut?ionar?y act is to tell the fact. The sente?nce serve?s the asser?tive funct?ion, which? is used to tell B some helpf?ul infor?matio?n about? the chang?e of regis?tered? perma?nent resid?ence syste?m in Shang?hai. Also, the reaso?n why A would? like to do B such a
favor? is that B is one of A’s close? frien?ds, so the short? messa?ges also serve? an inter?perso?nal funct?ion, to susta?in their? frien?dship?.
Somet?imes, the users? may tell a joke or imita?te a humor?ous style?-mixin?g text to the recei?ver only for joy. See examp?le (14):
(14) 老鼠没朋?友特别郁闷?,终于一只?蝠答应嫁给?
老鼠:“
This short? messa?ge serve?s an enter?tainm?ent funct?ion. The messa?ge sende?r uses it to creat?e certa?in feeli?ngs in the heare?r. Short? messa?ges of this kind are usual?ly sent betwe?en frien?ds, so they also serve? the funct?ion to susta?in frien?dship?.
4.3 Expre?ssive?s
本 科 毕 业 论 文 12 页 共 17 Somet?imes stude?nts like to share? their? inner? feeli?ngs with their? frien?ds. See examp?le (15): (15) A: 我的高
B: 啊~,
In this examp?le, “我的高数挂?了,55555???” is an expre?ssive? sente?nce, and the locut?ionar?y act is to expre?ss A’s feeli?ngs or attit?ude towar?ds his failu?re in mathe?matic?s. But as B is one close? frien?d of A, the short? messa?ge also serve?s the inter?perso?nal funct?ion that A wants? to get some comfo?rt from A. B gives? one word “啊” to show sympa?thy and comfo?rt.
The?“expre?ssive? funct?ion”?of?short? messa?ge is to revea?l somet?hing about? the feeli?ngs or attit?udes of the messa?ge sende?r. Good examp?les inclu?de emoti?onal ejacu?latio?ns like “啊”,“切” . Sente?nces like “真的很抱歉?,下我会注?意
(16) A: 南京
B: 我们这边还?好,是个大晴天?。
A: 天空阴沉?的,不知道什?时候才
B: 感你心情?不怎
A: 可能因为?要专四
In this examp?le, the sente?nce “可能是因为?要专四考试?了吧,
gloom?y for a long time and wants? to chat with his frien?d B very much, in order? to get some comfo?rt.
When one is not sure wheth?er compl?aints? could? be accep?ted, s/he need to make sure it first?. A asks about? the weath?er at B’s place?, using? the sente?nce “南京又雨?
4.4 Commi?ssive?s
本 科 毕
(17) A: 电脑用
B: 马
In this examp?le, the sente?nce “马上就好了?,今天晚上一?定给你。”serve ?s the commi?ssive? funct?ion to promi?se. B has borro?wed A’s compu?ter for sever?al days. As A need to use it to
compl?ete his acade?mic paper?, he sends? B a short? messa?ge, askin?g for the compu?ter. B promi?ses to retur?n it in the eveni?ng. Besid?es, some messa?ges also serve? the funct?ion of threa?tenin?g.
In the data colle?cted, no short? messa?ges serve? the decla?ratio?n funct?ion, which? usual?ly invol?ve certa?in proce?dure and the relev?ant parti?cipan?ts, becau?se unive?rsity? stude?nts seldo?m have the power? to decla?re thing?s. Besid?es, peopl?e usual?ly decla?re thing?s orall?y, not throu?gh short? messa?ges, which? may have the delay?ed respo?nse.
Accor?ding to the analy?sis, most short? messa?ges used by unive?rsity? stude?nts serve? the funct?ion of direc?tives? and asser?tive. This is in accor?dance? with the main purpo?ses for unive?rsity? stude?nts to use short? messa?ges. They use short? messa?ges mainl?y to chat with frien?ds, to get someb?ody to do somet?hing for them, espec?ially? askin?g for help, and to infor?m or tell someb?ody somet?hing. If the reque?ster enjoy?s a highe?r posit?ion, she/he is able to
send short? messa?ges in imper?ative? tone direc?tly. If the reque?ster does not enjoy? a highe?r socia?l posit?ion, she/he may need some phati?c words? befor?e perfo?rming? the act of direc?tive. But if the recei?ver has the oblig?ation? to do so, the reque?ster may not have phati?c commu?nicat?ion befor?e the perfo?rmanc?e of reque?st.
本 科 毕 业 论 文 第 14 页 共 17 页
Concl?usion?
This paper? first? gives? an intro?ducti?on to the previ?ous study? of short? messa?ge, the Speec?h Act Theor?y and Searl?e’s?class?ifica?tion of illoc?ution?ary acts. Then this paper? integ?rates? quali?tativ?e with quant?itati?ve resea?rch metho?d to descr?ibe the styli?stic featu?res and analy?ze the pragm?atic funct?ion of short? messa?ges used by stude?nts mainl?y in Nanji?ng Unive?rsity? of Scien?ce and Techn?ology?.
From the above? analy?sis, the write?r concl?uded that words? used in short? messa?ge are quite? simpl?e and infor?mal. Also, expre?ssion? symbo?ls are frequ?ently? used to impro?ve the inter?perso?nal relat?ionsh?ip. Moreo?ver, simpl?e and short? sente?nces are prefe?rred to sophi?stica?ted sente?nces, and this shows? the infor?mal style? of short? messa?ge, more like daily? conve?rsati?on. At disco?urse level?, code switc?hing and code mixin?g are adopt?ed to show unive?rsity? stude?nts’ aware?ness of poeti?c funct?ion of langu?age. Most short? messa?ge used by unive?rsity? stude?nts serve? the funct?ion of direc?tives? and asser?tive, becau?se unive?rsity? stude?nts mainl?y use short? messa?ges to infor?m or tell someb?ody somet?hing, to chat with frien?ds or to ask someb?ody to do somet?hing for them, espec?ially? askin?g for help. If the messa?ge sende?r enjoy?s a highe?r socia?l statu?s, s/he uses the imper?ative? tone direc?tly. Other?wise, s/he may need some phati?c commu?nion befor?e perfo?rming? the act of direc?tive. But if the recei?ver has the oblig?ation? to do so, the reque?ster may not need phati?c langu?age befor?e the perfo?rmanc?e of the reque?st. On the whole?, unive?rsity? stude?nts send short? messa?ge to achie?ve vario?us commu?nicat?ive goals? while? being? influ?enced? by power?-dista?nce relat?ionsh?ip betwe?en the messa?ge users?.
本 科 毕 业 论 文 第 15 页 共 17 页
Ackno?wledg?ement?s
I would? like to thank? all those? who have offer?ed me help durin?g the one month? of writi?ng this thesi?s.
I owe my deepe?st grati?tude to my super?visor?, Jing Xiaop?ing, whose? exper?t advic?e and const?ant encou?ragem?ent have been indis?pensa?ble to the compl?etion? of this thesi?s. She has patie?ntly read my thesi?s draft? and sugge?sted numer?ous impro?vemen?ts.
would? also like to exten?d my heart?felt thank?s to lectu?rer Chen Lianj?ie, whose? valua?ble I
mater?ial lays solid? found?ation?s for my indiv?idual? resea?rch in the acade?mic field?.
本 科 毕 业 论 文 第 16 页 共 17 页
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团结协作的精神,才使我们处的工井然有序,忙中不乱。以上是我们处年来的主要工作情况,取得的成绩是局党组和*长正领导结果,是全处上下齐心协力、辛努力的结果,是机关各处室和同志们大力持、积极配合的结果,我个人在的问题还很多,主要现在以几方面:一是对理论学习认识还够刻,还重业务学习,轻理论学习问题,二是工作开拓、创新意识还够强烈,三是对本处室的同志们交任务,关心、帮助不够,四是工作方法、说话方式还有待改进,特别是对些不能开支、不能报销的事项,给同志们解释工做的不到位。在此,恳地迎各位领导和同志们给我个人和*处提出宝贵意见,我虚心接受,力改进,力争做一名党和群众满意的人民公仆。谢谢大
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工作总结
[工作总]工作总郭巧平班主任是班级的组织和教育理者,是学生健康成长的引路人,是联系各任课教师的纽带,工作结。班任工作既是艰巨的,也是光荣的,有乐趣的。学期我担任了五(2)班的班主任作。下面我班主工作的几点做法:班级管理一、做好学生工作,形成良好班风。首先,树立良好的班风。班级是一个整体,学生要在个集体里学、生、成长。要在学校的各项活动中显示自己的力量和风貌。的环境能够激励人,可以改造。因此个集体需要有种精神,那就是蓬勃向上的集体主义精神,争先创优,爱班好学精神,种精神从何而?它来源于班主任坚持不懈的思想教育工作。重视想工作是班主做好各项工作的基础,是建好班级的法宝。我分认识思想治工作在班级建设中的地位和作用,利用班会、辩论会、谈会、报刊杂志多种途径对学生进行思想政治教育,帮他们树立起正确的人生观、价值观。使他们成为"四有".集体主教育是班级思想教育的重要内容之一,是树立风建立良集体重要表。因此,我除了要求班级在学校体性活动中立班级的形象外,还经对学生进行"班兴我荣。落我耻,以班家,荣辱与共"的教育。以此来强班主任的向心力凝聚力和战斗力,真正做到心往一处想,劲一使.二、创建谐、积极向
一个班级的风如何,直接影着这个班
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生的品格形成。我深知风的重要性,所以这学期来,我就教育学生要爱学校,爱班。经常号召班级同学捡拾地上的垃圾。在平常的工作生中,我时刻注意培养生的集体荣誉,每当级在学习上取得了好绩,我就励他们,表扬他,和他们一起庆贺。当级出现问题,学生犯了错误,我就他们一起分析原因,找不足,一起加油,争取下次赶上来。在长期这的氛围中,学生们有了非常烈的集体荣誉感,班级整体风气积极上,充了活力。 三、培养学生良好的行为
我一直认为,小学时,是培养学生良好的为习惯的最为重要的阶段,获个良好的行为习惯真的可以受用终生。在平常工作生活中,我常注重学生品方面的教育。我允许学犯错误,但我要求学生了错误一定要主动承认并加以改正。我对学生的行习惯、文明礼貌、思想品格等方逐步渗透,用自己的行为他们树榜样,对于们班学生来说,我觉得他们在思品德、行为习惯方这方面是非常优秀
教学方面
1、备课深细致。平认真研究教材,多方参阅各种资料,力求深入理解教材,确把握难重点。制定教学目的时,非常注意学的实际情况,工作结《工作
。
2、狠抓基础
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由于我班学生基础差,为了扎实学的基础知识和基本技能,充分了解学生的基础上对症下药,因材施,不断提高学的知识水平。比如,在书写方面,我大力调规范,要求款整齐,字迹工整,并努力克服错别字。生字新词的理解运用,对近、义词的积累等,我逐一进行讲解或强,以提高学生的基本技能和文能。 3、做好学习方法的指
俗话说,"磨刀误砍柴功"。最重的学习莫过于方法的学习。搞好了学习方的指,提高学生学习成绩是有很大好处的。有的同学为什么老是玩,可成绩却不错,这是为什呢?首先,我们强上课听讲,及时对知识进行巩,后还要时复习。有人说,聪与否,在于是否思考。这是关键的,我们要着重指导学生学会思考。前回顾当天所学,也是一种良好的学习方法。方多,但要适用,易行,便于操作,要督学生持。 4、在业改上,认真及时,力求做到全批全改,重在订,及时了学生的学习情况,以便在辅导中做到有的放
反思一:朗
语文课的主要任务学习语言,学习语言感受和积累。朗读就是对语的接感受,文章中准确、生动、形象的语言必通过朗读才能更分地体现出。在本学期的教学中,缺朗读导,所以学生过学习后朗读水平没有得到大的提高。在上课时备课设计中没有朗读指导的设计。通过一学期的反思后,将在以的教学中逐加强朗读训练这一环节。学生朗读水不高,究其原因,有以下两
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1、缺乏朗读技的指点。朗读目的是除了理解课文内,还要通过朗读体会人物的性格特,如何通过朗来达到的,应该要有朗读技巧运用问题,比说逻辑重音的处理等。学生对重音的理也是五花八门。而老师视了对学生的指导,默认了学生各种各样的处理方式。这样,学生的
2、老师缺乏示小学生模仿能力强,老师的示范往往收效很快。但遗憾的是课堂里我视了这点,几乎没
反思二:写
作文是用文字或口头语言表达思想情的动,是对学生进行语文能力综合训练的重要方,也是发展学生智力、创造力良好个性心理品质的重要途径。过阅教学作文教学有机结合的重要方式引发学生进积极的创造性思维,用新方式表达新思想。它要求师通过创设的情境,使学生能有话想说、有事可叙、有情可抒,用自的语言表自的思想,让学生写出高质量的作文。作的础是生活,活是丰富多彩的,但对丰富多彩生活,学生往往视而不见、听而不闻,因写去中文就难免空泛。细致的观察带来了学生具的描写,同角度的观察产生了不同的象创造。想象是由当前的人或事物,想到其的人或事物的过程。它是探索和创造的一把重要钥匙,许多发明造都从联想开始的。联想对除墨成规的思维定势、开阔思路,有重要作用。培养学生想能力既是整语文教学的一任务,也是提高中文教学质量的迫切要求。学生的作文,思路
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言干瘪。与们的联想力薄弱有一定系。从多角度有体裁上的、内容上的、主题的。许多事实证,变换角度能导致发现和创新。多度作文可以培养生多角度思的能力,使学生山想象丰富,学
当然,在这年的工作活中,无论在育还是在教学工作中,我自己还有许多不和缺点,但是,相信在各位同事的支持帮助下,加自己对学生的热,我会不断
,中国大学网,
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工作总结2010 [工作
自从从事师这一,当一位好师就是我的目标,工作总结2010。一年来,我终以勤勤恳恳、踏踏实实态度来对待我工作。现
一、思想
在一年的教育教学工中我能认真学习国家的关教育方针,认真学习党的先理知识以及党的十七大会精神,自觉践行"三个代表"精神,爱教育事业,始终不忘人教师职,爱学校、爱学。作为一名教师,我从自身严格要求自己,通过政思想、学识水平、教育教学能力等方的不断提高来塑造自己的为。使己在教育行业不断成长,为社会培养出优秀的人,打坚实的基础。 二、教育教学方
一年来我一直担高年级的文学科,在工作中严格要求自,刻苦钻研务,不断提高业务水平,不断学习新识,探
1、尊重学生是
在教学中,刻体会到要学生为主个人工总结,以学生的发展为主。首先,必须尊重学。尊重学生的思考权,尊重学生的发言权,尊重学生探究精个人工作总结,尊学生的思维果。做到这些,才能够放手让学生去
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2、分层合作,是实现合作、自主、探究的学习模式必由路。 学生的层次不同,思考的效率不,往造成一些学生怕于思考,于探索个人工作总结,依赖别的思想。教学中如果让好差混成一个小组,这样的生永远成为领头人,成言人,差生永远就在小组中不到重视。要解决这个问必须实行分层分小组合作的方法,在课上,根据不同的情况给不同小组以不同层次的务,学生在层次相同,能力相同情况有思考问题的时间,样就达到了分层次合作的目的,也使得不层次的学有不同的挑战性任务。 3、明确学习目
语文教学最忌千篇一律,容使学生厌烦。如果千篇一律字词教学,课文分析,归纳总结,这样费又力,学生学习完一篇课文不知自己这堂课进步了多少。年级的学生,字词教学完可以放手让他们己完。们有这个能力而且有各特的方。在教学中个人工作结,我一般字词教学只作一个检查过程。课文分析看是那一类文,新的文体传授给新的方法。然后,让学生依方法自我解决。最主要的是根据材学明这节课要达到什么的水平,解决哪些疑难问题,穴道哪些解问题的方。这样课堂才能实效高效。 4、规范作
学生学习新和知识的系化、条理化,要一定的作业来巩固提高。通过范化的作业使学生思路明晰,条理清。养成良好的学习习惯。这是新课程准里的一个鲜明观点,而规范化的业可以使学生的习惯得以形成。养成
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5、多开展语文实活动,工作总结《工总结2010》。 利用课课及班队活动,进行一系列的实践活动是本学语文教学饿一个要方面。在题班会上,进行说"学期的打算"、"时时刻刻注意安全"、"我爱学校",如何利用作等一列活动,锻学生的胆量和表达能力都有显提高,管是谁站起来都能说上一会
6、制定
对个别的差生,能悉心辅导,经常面批作业,找出知识的薄环节,及时进行补漏。例如,自己经常用课时,落班辅导学生,有针对地制定帮教计划,有目的有计划做好后进生的转化工作。课堂上,采用多问,检,及时疏导,及时反馈的,努力高后进生的文化基础识。同时,在班级中开展互互学小组,进行一帮一的学习活动,使生端正思想,互相学习,互想促进,形成你追我的良好学习氛围。平时,自己还意"两手抓":一方面培养好尖子生,一方面通过尖子辅导后进,以先进帮助后进,以好带差,促进双赢效
7、课题
在课题研究工作
1、提高课前
(1)提高备
我在备课时独钻研,主备课,自主备课时不但备教材、备生、备资料、备重难点训练,备思
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质量。
(2)提高学
一是教给生一些预的方法,通过课堂训练提高预习质量的达成度,二是有针对性提出某些预习题,以教促学,三是进一步重预习的课
2、对课堂操作
(1)教学目标:首先,我预设的课堂教学目标,目标据教材、课时、班级学情正确定位,三一体目落实到课堂有所侧重,其,我根据课堂的动态发展恰当地整预设目标和生成新的标,预设目标和生目也所侧重,再次,我主动目的达成自我评估。 (2)生角色:学生是课堂学习主体,教师是学生学习的促进者,同时师也是自我专业成长的主体。没有教师的专业成,就难有学生的自主发展,课堂双主在同层面上不断协调共同发展。课堂中我正确地定位自己的角色,并努力促学生形成正确的角色感。 (3)教学结
课堂中凸现课堂中师生交往互动,凸现课程资的创生开发及教学目标的动态生,包括教师教的方式与学生的方式。我在教学时根据不文章的特点来选择学方式。比较性的文,较适于对文章作粗条的处的课文我多采用题导引法,对比较感性文章,对文章的精彩细部时我则用以研促读,重视学生的自读自悟。 (4)教学资源:教学资源括文本资(教材资源与展阅读资源)、媒体资源以及人的资(主要师生的资源)。教学过程是师生共
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课程资源的过程。课堂中教师应重视师共有资源的
(5)学习价:a、习评价应是完的评价,包括激励和批评。b、学习评价应针对性的评价,既避免空洞,又要避免机械频繁地评。c、学习评价是发展的评,发挥评价的激励和指导作用,
3、对课后反
一方面个人勤思、勤动,养成教学反思习惯。另一方面加强反的交流与研讨,从反中得到启迪升华,
本人严格遵守学的各项规章制度,不迟到、不早退、有动请假。在工作中,尊敬领导、团结事,能正确理好与领同事之间的关系。平时,俭节约、任任怨、对人真诚、热爱学生、人际关和谐融洽,从不闹无原则纠纷,处处以一名民教师的要求来规范自己的言行,毫不松懈地培
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工作总结---进步神速成长缓慢 [工作总结---步神速与成长缓慢]工作总结---进步速成缓慢 2011-01-11把我2010年的工作总结放上,尽管隐藏了很多东西,是我还是尽最大能地写诚,工作总结---进步速成长缓。 几个月前,陈总MSN看似无意地跟我提:你来公司多久了?我说:十月十三日进公司。说这个话的时候,时间距离我初来时,刚过去两年。突然陈总问道:为何第年进神,第二年成长此缓?在电脑这边的我,看到这句话的时候,愣了,不知该如何回答。其实时至今日,我也没有回答
如果我说,第一年我没有进步神速,第年我也没有成长缓慢,陈总会不会觉得我战了他?哈哈。进步神速的标准是什么,成长缓慢的参照是什么?说话,我并不够清晰。入职一个月便可独签算case?显然不是,我们有现成且维护好的船公司同行资源,有不断培训强完善的询价细则,果在个基础还不确认一个价格的话,那不是能力问,态度问题。而言之,如果态度没问题而做到这点的话,那应该在一个月半到两个内内离公司。认同并融入公司的企业文化?这个也是,公司在这两年的发展目共睹,说明我们的大方向是极其正确的。实有很多细节跟扩张过程中的脉络需要打通明,但是正这种盾所造成的动力活力是发中的公司最吸引年轻人的地方。因此作为一个有追的年轻人在融入的过程中自觉推动向前是再自然不过的事情了。成缓慢的参照可能
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比如其他同在业绩或者业上的突飞猛进,比如个人的成长不能满足公司向前发展的需求。如果是后者的话,步神速的标准忽然就明朗了,那就是应了当时岗位的需,承担了公发展的分内润滑责任。尽管这个参照
2010,我的工
一是省内起步的其他航线海运,个的空运快递散货询价处理。在这块的成长部分,要感谢art将部分他的客户逐交给跟。这种新的sales角色的经,让我在询价过程中更加能站在sales的角度思考问题,也明白一价格或者信息更新商务来不足道,其实却可以左右sales一次的成败。因此,没有一个sales是不可理喻跟不能沟通。明白了他们缺什么,才知道商务需要给什么。理解了这一层之后,我就意识到,有的时候真正不可理喻是某些同行。但是如果绕不掉规避不了,就只能点用我们的理念引导化他们,当然还要花点心机在他们可能犯错误的路口守着。我想就是磨合,也是陈总所谓建立物流新秩序的必经过
二是,协助跟进合约file进程,熟悉合约特点,制作公司底价表。这个现在没什么题,果做不好,只能说明自己上心,不用心,不细心。当我说"没么问题"是针"协助跟约"而言。如是针对"促推动合约价格的优化"言,仍旧相差太远。这涉及到对市场的通了解,谈判技巧,人脉,当还有柜量持,工作总结《作总结---进步神速与成长缓慢》。要积累努力的,不是只有一两天时间就能做
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三是,外港步的美线价。这个的娴熟得益于我们自己美合约的善。但也正因为这样,在2010年,这一块工作却提出了三个新的要求。第一,理顺订口。陈总在给了厦门COSCO/CSCL,天津COSCO的联系方式之后,针对我想请他再协疏通天津CSCL订舱的时候反问我:为什么只能是我帮你处理这些?我说,因为您的面子大,我们去他们可能不放仓。陈总说:淡季怎么可能存在不放仓的况?我又问:那公司人会不会很难搞?陈总不假索地说:对我而言,是个人就可以定。这段话让我茅舍顿开,尤其是最后一给了我很的力量。事实也明陈总对的,天津/厦门CSCL对我们十月份开始的表现比较满意。他们看,一家在local没分公司的货代,能在每个星期保持3-5F的量,已经非错了。尽管这种现跟陈总的要求相差甚远。异地订舱的另外一个问题。在这一年,跟感激liya的配合。她的专业用心以及及时反馈跟踪,使我们些异地使用自己合订舱的case基本没有投诉。第二是,在启用己合约的前提下,如何处理好跟船公司,代理以及当地庄家的关。这既是公司当地成立分公的前期准备,也是爆仓时期为保障仓位的需要。第三,是跟分公司的关理。主要是上海青岛。同公司,青岛毕竟跟上海不一样,主要体在理念的不,所以很多服务都做不到位。给了我们启示,在启用代理或者分公司立的时候,订舱是先由我们这边的操作给分公司,用总部老OP的验督促引导分公司的OP,并且在操作过程中一遍灌输我们的理念。只有样,才能保证核心的值理念顺利传
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交接。
至少2011年半年,除了继续做好面的三块工
操作是我的软,希望能在操作部培新人的时
随着sales的增,商务部也会有新人,将积极经验传递给他们,以满足公司发
另外还有
第一是关于沟通。我沟通应该不仅仅是体现语言上,它更应该是一种状态。像足球比赛中的跑位一,商务要主动充当sales的智囊,不仅仅是出现在sales询价申请发出后,该积极动在跟进客户的程中,提醒,补充,反馈信息意见。在每一个case的跟进中,商务sales以及操,应该自主调整成为一team,相互配合渗。当然,如果有条件,我们几乎可为每个sales配备一个独立的商
第二是关于执。强调执行绝对有错,但是在执行过程中也要积极发挥个人的主观能动。制度是用优化行而绝不是限制行为的。所在强调制的同时,我们不希望看到交流跟沟都趋于程式化,冷冰冰或硬邦邦说:不归处理。不行。言传身教的敢于担当恰恰是一
所以,我不认我没有长。记得看过一则故事,一行人去参蒂凡尼总部,看到一个老人子发白
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说,已经够泽了,再说,也人会注意
起来说:上看得见。他几乎十年如一
此,我们能否
不知道这个不算总结。
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工作总结与打算
[工作总结与打算]足实际强化学校管理
-朝阳联小工
2009在繁忙有序的工作中悄然而逝,顾一年的校长岗位任职情况,对自己所做的工作加以梳理、盘点、反思,在梳理中发现不足,在盘点中找出差距,反思中谋求发展,这既是一种我激励和压,也一种新的希望和开始,工作总结与打算。一年来,在育办公室正确领导下,我校先后被评为镇教育教先进单位、学进单位、和年度发展单位,本人也被评为先进工作,同时,我校教师有一人被为泰安先进教师、一人被为新泰市优秀教师、一人被评为新泰市教学先进人,三人被评为秀教师、三人被评为镇优秀班主任、三人被为镇教学先个人、一人被评为镇教研先进个人、一评为镇少队优秀辅导员、二人被评为镇新长征突击手。在镇学教研室推行三层三步递进式课堂教学达标活动中,我校率先走在头里,并成功的为全镇三层三步递进式课堂教承办现场会,我也在现场会上做了典型经验介绍,我校教师在这次动中有人镇学科人称号,有一人获学科带头称号。另我校还在镇春季运动中获小学组团体总分第一名,在素质教育成展示中获一等奖,在镇举行的演讲比赛获二等奖。在镇庆六一文艺汇演中,我校合唱队演唱的创歌《播种希望》获得所
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评,并获一等奖,在"我爱我的国"征文活动中,我积极参加,多名学生获奖,学校也获优秀组织。总之,2009是我校丰收一年、硕果累累的一年,些成绩取得,是我校体师生奋斗拼搏的结果,更离不开教育办公室各领导的关心与支持,当然也有我的水与努力,回首过去,为这些绩自豪,我为己的努力欣慰。在过去的一年里和我学校主要从以下几点开展工作
一,以教学为中心辐射方方面面的作。校的工作主体就是教学,不谈教学的学校是没灵魂的学校,学年初,我们就明确了本学年的工作目标,制定学校精化目管理措施,使学校各科室任务分工明确,务校长、教导主任、教研组长是教学工作的先锋,他们明确自己的职责,明确自己的角色位。并根据上级要求,制定教学常精细考核标准,严格要求全校教师执行,样老们的工作章可依,有路可循。在此基础上,我们狠抓课堂,优化课堂教学,向40分质量,效益。课堂教学坚持以学生为主体,教为主导,学中注意充分调动学生的积性,活跃思维。在课堂上,教师要刻意创设问的情景,积极引导学生对事物进行分析比较,培养括和判断理、的能力和运用知识的力。教要以学生为主体,认真研究教法。根据学科的性质和材的特点、学的年龄特点及级的实际情况,选择恰当的教学方法,培养的逻辑思维能力、
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能力,动手操作能及自学能力。努力改教法的同时,也注意对学进学法的指导,以学法的优化推动教法的优化。这样,我们的教工作、教研作都有条不紊扎扎实实开展起,在此基础,我们竭力培养学生的各项基本能力,成立兴小组,开展长跑活动、广播操比、演讲比赛、书法作文赛等,通过这些活动,开发学生智力,提高学生的综
二,认真贯彻人为本的科学理。学校管理千头绪,但总的说来无非就是教师管理学生管理,在总的思下,结合我校自身发的特点,制定并完善了学校各部门人员的岗职责、教师激励制度和师考核制度,责到人到岗,变一人操心为大家操心,将管
(1)教师管理教师是学校主要载体,我校教师年龄结不一,各方面条件也差异很大,业务水平参不,面对这一现状,第一我让业务强的老师勇于挑大梁,担班主任、教高年级,让年较大、业务水平低的师作量酌减,并让其感觉照,全心投入到教学中去,全体教师在不同层次上共同步。其次学高为师,就是要求教师充分用手头资源如山东教育、优秀课件、教学案例不断充实自己,学校还鼓励教师助机会出习,同时加大骨干师的培训力度,使老师们养成爱学习的习惯,保持一种识的青春与活力。再次要动之以情。工作
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我经常深教师中去,谈心拉家常,努力构建和的学校氛,主动为教师排忧解难,让他们感觉到一种温暖。我校现有教师31名,座的许多领导和同志都知道,这31个人中,的在原单位闹情绪不愿上班,有和领导闹矛积极性高,甚至有的嗜酒成性,但是现在大家都很好,都能改正缺积极投身到教学中去,很多人都问我:你有什么魅力这些人都能帖的作,我说我就是用一种人性化的管理让大家信服、让大感到温暖。 (2)学生管理。学生是学的主要经营象,1-6年级,6个不同的心理阶层,养成教育成了学校管理基石,先学校充分用先队这块阵地,以日常行为规范为抓手,切实加《小学生日常为规范》的宣传贯彻力度,严要求、很管理,以"行为良好、体魄健康、人格健全、生活自主"为目标制定详日常行为规范考核方案,采用"一天一公布,一周一评比,一月一小结"的方法,少先队红领巾值日组,学生上下学到在校的纪律、卫生、两操等方面级进行综考,积极"我是学校一份子"活动,培养他们爱学校、爱集体等五爱教育理念,使学生们体到心理都茁壮健康成长,其次分发挥教师的模范带作用,内强素质,外塑形象,利用自身的言传身教,带动学生行习的养成。三,率先垂范、
1,作为学行政一把手,
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想素质和理论水平。树立正确的生观和价值观,以自己坦诚的待态度、踏实的工作作风,为教师作出表率。坚持习育、教学理论,了解教育发展的信息,积极投身于课改大潮中,本学年,经深入课堂教学进行听评课,还老师们一起探新改,通自学习,用先进的教育理论来导作、教育教学。作为校长的知以身作则是工作的基础,在勤方面,从来不搞特殊化,不无故缺席。始终意以自己的言传身教去影响全体教职工,我要求教师去早读,我起码要走在教师的头里。目前,我校体老的到校及盯班靠情都是可圈可点,并且本学期伊始开始实行的课间操点制度也一贯彻执行地很好,为各项工作的开展提供了时间保
2,注重平等对待每一位教师,注重班子团结。注意与老师进行流,倾听老师的要求,了解老师的心声,并教师各想法带到班子会上研讨,使校规章制度能及时根据教师意见和建进行修正、完善,使其在范教师日常行的同,起教和学校之间的桥梁及纽带用。同时通过全体教师举手表决办法,选出了以学校领导班子核心的部分教师代表成立了教代会组织。并校委会成员进行明确分工,实行目标管理,各司其。经常召开校委会班子成员会议,交工作中现问题和遇到的困,同探讨解决问题的方案。做到了既各司其职,又相合作。委会几位同志踏实的工作作风得到了广大教师的
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一个全体职工充分信
四,搭建协作平
抓好教育,办好学校,不开社会各界的关心与支,09年我校成立了家长委员会,吸一些有影响力的学生家长委员会中,为学校建设,学管理出谋划策,献计力,起到一个校和社的纽带作用,我们还开了两家长会,就学校管的一些细节性问题和长们展开热烈的讨论,对学生的学和日常行为的规范起到很好的作用。我还借助教师节庆祝会,加强周边单位联系,宣传学校育,共同关注学校的发展,当然我和这些单、一部分学生家长结下了深厚的友
"天道酬勤","一耕耘一份收获",成绩的取是们家共同努力的结果,当然绩取得的同时,也难免有不足处,但我相信,朝阳联的明天会更美好。 告别09,迎来2010,面未我们信百倍:1,继续发09年的优良作风,务实新,争取更全面的收获。2,继续深新课改理念充实课堂,向课堂要质量。3,强研训,抓好常规教学,提高教师业修。4,继续建立完善各制度。5在教育办公室支持下,力争搞好校的硬、绿化,力创新泰市乃至泰安市规范化学
MSN空间完美
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