My Research

 

My Philosophy of Research

 

My current research concentrates on factors affecting the pragmatic development of adult learners of Chinese as L2. 
       Basically I consider three types of issue: teaching and learning related (interlanguage pragmatic) issues, purely pragmalinguistic issues, and sociopragmatic issues. To be more concrete, at the interlanguage pragmatic end, I  address factors rising from curricular standards, course syllabi, coursebooks, course-related materials, teacher development, class teaching, testing, technology in L2 teaching and learning, etc., and advocate a pragmatics-based principle featured with practicality and appropriateness, since an empowerment-oriented L2 teaching considers practicality and appropriateness as its essence, which penetrate various levels, stages, and links of teaching. At the more theoretical end, both in pragmalinguistic and sociopragmatic studies, my work basically explores how adult learners of Chinese as L2 do things with words relevant to various social contexts of events and activities. In particular, I scrutinize English as L1 impacts of pragmatic transfer and pragmatic failure on Chinese as L2 speech act realizations, and vice versa. I focus on three aspects of speech acts: 1) linguistic patterns and pragmatic strategies employed in realizing intents; 2) social, political, ideological, economic, cultural, cognitive, and educational impacts that are present in the realization of intents; and 3) extent to which competences of appropriate linguistic patterns and pragmatic strategies facilitate cross-cultural communication. 

My research is largely corpus-based or uses interlanguage discourse as sources of data analysis. I analyze such sources under theoretical frameworks of language use such as deixis and implicature, the Speech Act Theory, the Cooperative Principle, the Face Theory, the Politeness Principle, the Relevance Principle, and the Adaptational Principle.
       A pragmatic interfacing of Chinese as L2 teaching and research has been but sporadically documented in current research literature. As such, my research aims at enhancing the research. More concretely, my purpose to embark on an explicit investigation into factors affecting pragmatic development of adult English learners of Chinese as L2 is threefold:

1) to testify the extent to which existing pragmatic theories are explanatorily adequate of Chinese as L2 learning issues, hence the theoretical significance; 

2) to the practical end, to enrich our knowledge about Chinese as L2 learning in general and pragmatic development in particular; and 

       3) to inspire colleagues in the fields of pragmatics, second language acquisition, and educational linguistics, to launch more systematic studies into factors affecting the pragmatic development of adult learners of Chinese as L2.

 

 

My Research Interests

 

Abstract of My Doctoral Dissertation

 

Negative pragmatic transfer by adult Chinese learners of English as a foreign language: Classification, distribution, and communicative effect
Unpublished doctoral dissertation, Guangdong University of Foreign Studies
Author: Shaozhong Liu    Supervisor: Ziran He    Date: 1997

Abstract

        Negative pragmatic transfer from learners’ L1 to L2 has been repeatedly evidenced in cross linguistic   comparisons of speech acts. However, there have been few explicit studies addressing the issue. What makes the contents of negative pragmatic transfer? How are such transfer contents distributed? What is their communicative effect? These three baffling but significant questions still await an answer and thus are the research questions of this thesis.

        Adult Chinese learners of English as a foreign language (EFL) were the subjects in this study. It was hypothesized that adult Chinese EFL learners commit more than two types of negative pragmatic transfer as in Kasper's (1992) division, pragmalinguistic and sociopragmatic. Besides, negative pragmatic transfer would be reduced as the learners' TL pragmatic knowledge advances. Finally, as a divergent form under similar speech situation from the native norm, negative pragmatic transfer might be acceptable to native speakers.

        The classification issue of negative pragmatic transfer was examined by basing on both the observed data and elicited data of the students' performance. The observational data included observed data in class, in take-home exercises, and in examination writings. The elicited data were derived from three elicitation tasks: multiple choice (MC), Chinese--English (CE) translation, and dialog completion test (DCT). The elicited data reflected 72 students' performance in comprehending and producing speech acts in the target language. These 72 students of English major, representing three levels, from Level 2 through Level 4, 24 from each, were randomly selected in the Department of Foreign Languages of Guangxi Teachers' University.

        The distribution status of' the three types of negative pragmatic transfers was analyzed in relation to the level of the students and the length of their TL learning experience.

        A list of 24 sentences containing the three types of negative pragmatic transfer. 8 of each, was presented to 16 American students for their attitudes. The native speakers were asked to assess the sentences in terms of a four--dimensional scale: the difference dimension, the understanding dimension, the acceptability dimension and the recommendability dimension.

        Negative pragmatic transfers by adult Chinese EFL learners were found to contain, instead of the two types in Kasper's (1992) division, three types, namely negative transfer of NL-based pragmalinguistic knowledge, negative transfer of NL-based sociopragmatic knowledge, and negative transfer of NL-based pragmarhetoric knowledge. These transfers, instead of utterly perishing from the senior students' language use, turned to become fewer along with the development of their English pragmatic competence and extending of English learning experience. It was also showed that native speakers generally understood and accepted the students' Chinese-derived negative pragmatic transfer in spite of the fact that such transfers were different from their ways of saying things in similar speech situations. At the same time, native speakers displayed a conservative attitude concerning the recommendability of negative pragmatic transfers for classroom teaching.

        The significance of the findings of this study lies in that it extended the classification framework and added to it more explanatory power. In addition, the findings pertaining to the distribution of negative pragmatic transfer in relation to tasks, transfer types, levels of the learners, and length of TL learning, provided evidences for earlier discussions on the variability of the learners' interlanguage system (Tarone, 1985), and conditions of pragmatic transfers (Takahashi, 1990). In addition, we found that the students of lower level or with shorter TL learning experience had more pragmalinguistic transfers, and our students had more sociopragmatic transfers in the DCT. Furthermore, native speakers normally understand and accept our students' negative pragmatic transfers, but are not very positive in recommending such transfers in our classroom teaching. All these findings could be of practical value to the daily classroom teaching and learning.

        Nevertheless, we are not certain about a couple of rising issues in the study. For example, we discovered more sociopragmatic transfers among the three types, and we found that students generally committed more sociopragmatic transfers in the DCT task. Then whereas pragmalinguistic transfers were more related to students of lower level or with shorter mean years of TL learning, students of higher level or with longer TL learning experience made more sociopragmatic transfers. These might be topics of future research. 

 

(More doctoral dissertations)

 

 

Ongoing Research

  •  
  • Meaning system of Chinglish: Its generating process and cross-cultural communication effects (Guangxi Social Science Research Grant, 2004)
  • Internet reading and its implications to curriculum renewal in higher education (GX Education Research Grant, 2003)
  • Pragmatic indicators of a better-off society: A crosscultural perspective (Guangxi Social Science Research Grant, 2004)
  • Utilizations of Internet resources in secondary school English teaching (National Basic Education Research Grant, 2004)
  • Less commonly taught languages: Needs analysis and models of teaching (GXNU Research Grant 2004)
  • Higher educational leadership language

 

Some of My Publications

Year

Books

1988

刘绍忠、杨春群、杨艳华:<<托福考试词汇手册>>。桂林:广西师范大学出版社。

1993

刘绍忠(合译):<<西方哲学入门>>。桂林:广西师范大学出版社。

刘绍忠(副主编):〈中学生如何学英语〉。桂林:广西师范大学出版社。 

1995

刘绍忠:〈英语用法大词典〉(shabby~sink条目)。北京:中国科学技术出版社。

2001

吴同恕、刘绍忠(主编):<<I Can校园听读英语>>(小学456年级)。桂林:广西师范大学出版社。

刘绍忠、吴同恕(主编):<<I Can校园听读英语>>(初中123;高中123年级)。桂林:广西师范大学出版社。

2003

刘绍忠(主编):<<中学英语新课程理念与实施>>。桂林:广西师范大学出版社。

刘绍忠(主编):<<高等院校英语专业四级考试指导丛书>>。湖南人民出版社。

2006

Liu, Shaozhong. Online Reading Strategies for Chinese Students of English: An Introduction to Internet Resources. Chongqing University Press, 2006.

 

 

 

 

Year

Book Chapters

1998

Liu, Shaozhong: The pragmapsychology of advertisement of recruitment. In: Ziran He (ed.): Collected Papers on Societal Pragmatics. Guangdong University of Foreign Studies. 1998:44~50.

2000

Liu, Shaozhong. Pragmatics. Michael Byram (Ed.): Encyclopedia for Language Teaching and Learning. London: Routledge. 2000:382-384.

2001

Liu, Shaozhong & Zhong, Guoshi: The status quo of RT studies via the Relevance-List. He, Ziran & Ran Yongping (Eds.): Pragmatics and Cognition: RT Studies. Beijing: Foreign Language Teaching & Research Press. 2001.

2003

Liu, Shaozhong: Teaching English in the new millennium: New perspectives and ideas. Liao, Fengrong (Ed.): CET 4: Grammar and Vocabulary. Changsha: Hunan People’s Press. 2003.

Liu, Shaozhong (Ed.): Middle School English Teaching: Ideas and Practice. Guilin: Guangxi Normal University Press. 2003.

Liu, Shaozhong: Teaching English in the new millennium: New perspectives and ideas. Liu, Shaozhong (Ed): Middle School English Teaching: Ideas and Practice. Guilin: Guangxi Normal University Press. 2003, 1-18.

Liu, Shaozhong: Foreign Languages Learning Strategies and Training. Liu, Shaozhong (Ed.): Middle School English Teaching: Ideas and Practice. Guilin: Guangxi Normal University Press. 2003, 139-162.

Liu, Shaozhong: Reform in China’s foundational education and Research in Middle School English Teaching. Liu, Shaozhong (Ed.): Middle School English Teaching: Ideas and Practice. Guilin: Guangxi Normal University Press. 2003, 163-184.

Liu, Shaozhong: Postface. In: Liu, Shaozhong (Ed.): Middle School English Teaching: Ideas and Practice. Guilin: Guangxi Normal University Press. 2003, 189-190.

Liu, Shaozhong: Pragmatics. Book chapter. Meng, Jiangang (Ed.): Linguistics: A Course Book. Changsha: Hunan People’s Press. 2003:159-194.

2007

刘绍忠:发展中的语用学:语用学四大分支学科发展概论。冉永平、张新红(主编)<<语用学纵横>>。北京:高等教育出版社,2007年第1-11页。

 

 

Year

Articles

1996

Liu, Shaozhong: Economic value of language use and language learning. Shandong Foreign Languages Journal (Jinan). 1996/1:1-6.

1997

Liu, Shaozhong: Fostering pragmatic abilities in context. Journal of Foreign Languages (Shanghai). 1977/3: 24~31.

Liu, Shaozhong: Communication: the Relevance Theory approach. Modern Foreign Languages (Guangzhou). 1997/2: 19~24.

Liu, Shaozhong: Interlanguage pragmatics: the state of the art and its revelation to research in China. Modern Foreign Languages (Guangzhou), 1997/3: 74~81.

Liu, Shaozhong: Cognitive environment, mutual manifestness and interlanguage communication. Higher Education Research on Foreign Studies (Guangzhou). 1997/1: 24~31.

Liu, Shaozhong: Pragmatics as non-modularity. Foreign Languages Research (Nanjing). 1997/3:1~6.

Liu, Shaozhong: Self-study of English listening and speaking in the Chinese context. A Guide to Self-Study of English (Guangzhou).1997/1: 41~45.

Liu, Shaozhong & Xie Wenjun: Phone dialogs: Opening and closing. A Guide to Self-Study of English (Guangzhou). 1997/2: 17~32.

Liu, Shaozhong: "RT and foreign languages teaching and learning", Journal of Guangdong University of Foreign Studies (Guangzhou), 1997/No.32, p.4.

He, Ziran & Liu, Shaozhong: Pragmatics and internet. Modern Foreign Languages (Supplementary Issue) (Guangzhou). 1997/164~174.

1998

Liu, Shaozhong: Cognitive environment, mutual manifestness and interlanguage communication. Journal of PLA Foreign Languages University (Luoyang). 1998/1:1~7.

Liu, Shaozhong: Linguistic error and pragmatic failure. Teaching Research (Guilin). 1998/1: 21~31.

Liu, Shaozhong: Pragmatic failure and its implication to FLT. Teaching Research (Guilin). 1998/3: 17~26.

Liu, Shaozhong, Fengrong Liao & Xie Wenjun: The economic value of language use and its implication to FLT. Foreign Languages Education (Xi'an). 1998/3: 15~20.

Liu, Shaozhong: The pragmapsychology of advertisement of recruitment. In: Ziran He (ed.): Collected Papers on Societal Pragmatics. Guangdong University of Foreign Studies. 1998:44~50.

2000

Liu, Shaozhong. Pragmatics. Michael Byram (Ed.): Encyclopedia for Language Teaching and Learning. London: Routledge. 2000:382-384.

Liu, Shaozhong: Negative pragmatic transfer: Causes as revealed in the compared uses of "Qing" in Chinese and "please" in English. Journal of Foreign Languages. 2000/5:9-16.

 

2001

Liu, Shaozhong & Zhong, Guoshi: Pragmatic relevance and recategorization of pragmatic failure. Journal of Liuzhou Teachers’ College. 2001/2.

Liu, Shaozhong & Gao, Qi: The implications of pragmatics in foreign language teaching. Journal of Yulin Teachers’ College. 2001/2.

Yang, Daoyun & Liu, Shaozhong: On the art of “bargaining” in Mandarin. Journal of Guilin Teachers’ College. 2001/2.

Wei, Juan & Liu, Shaozhong: Code-switching: When and why. Journal of Wuzhou Teachers’ College. 2001/3.

Zhong, Guoshi & Liu, Shaozhong: Current study of the Relevance Theory: Six topics. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching).

Liao, Fengrong, Yang, Yujun, Li, Dongmei & Liu, Shaozhong: The Relevance Theory in China: Three stages of development. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching). 2001/3.

Liu, Shaozhong: Rumors: Defining features, causes, impacts and preventions. Journal of Guilin Party School. 2001/3.

Liu, Shaozhong. Transfer studies in second language acquisition. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching). 2001/3.

Liu, Shaozhong & Gao, Qi: The Relevance Theory and its implications for foreign language teaching. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching). 2001/3.

Wei, Juan, Liao, Guirong & Liu, Shaozhong: Code-switching from L1 to L2: Cases from bilinguals. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching). 2001/3.

Liang, Yingjun & Liu, Shaozhong: Linguistics: Its implications to literature studies. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching). 2001/3:297-302.

Wei, Aiyun & Liu, Shaozhong: On the naming of the English variety in China. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching). 2001/3:109-113.

Liu, Shaozhong & Zhong, Guoshi; The status quo of RT studies via the Relevance-List. He, Ziran & Ran Yongping (Eds.): Pragmatics and Cognition: RT Studies. Beijing: Foreign Language Teaching & Research Press. 2001.

2002

Chen, Chenghui & Liu, Shaozhong: The Speech Act Theory and its implications for foreign language teaching. Journal of Sichuan Foreign Studies University. 2002/3.

Liu, Shaozhong & Liao, Fengrong: Translating “su zhi jiao yu”: An email survey. Shanghai Translator’s Journal of Science and Technology. 2002/2.

Xie, Manlan & Liu, Shaozhong: Distinctions between language and parole and its implications for foreign language teaching. Foreign Language Teaching. 2002/5.

Liu, shaozhong & Zhong, Guoshi: Distinctions between pragmalinguistic failure and sociopragmatic failure. Journal of Guangxi Normal University. 2002/1.

Liu, Shaozhong, Liao, Fengrong, Li, Xiao & Luo Yaoguang: The Politeness Principle and its applications in Email message composing. Journal of Multimedia Language Teaching. 2002/1.

Zhong, Guo, Liao, Fengrong, Li, Xiao & Liu, Shaozhong: Wastes in foreign language teaching: Manifestations, causes and countermeasures. Journal of Yulin Teachers’ College. 2002/1.

Tan, Hongjian & Liu, Shaozhong: The status of quo of context study. Journal of Sichuan Foreign Studies University. 2002/6.

Liu, Shaozhong & Liao, Fengrong. Studies on negative pragmatic transfers in interlanguage pragmatics. Journal of Guangxi Normal University (Special Issue on Linguistics and Applied Linguistics). 2002/1.

2003

Tang, Yanyu & Liu, Shaozhong: Pragmatic analysis of teacher’s language. Foreign Language Teaching. 2003/1.

Liu, Shaozhong, Liao, Fengrong & Peng, Guoyuan. Pragmatics of abbreviating in Internet communication. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching. 2003/1.

Liu, Shaozhong. New perspectives on pragmatics. Journal of Guangxi Normal University (Special Issue on Foreign Languages and Literatures Research and Teaching. 2003/1.

Liu, Shaozhong & Zhong, Guoshi: Thomas’ dichotomies of pragmatic failure revisited. Journal of Guangxi Normal University. 2003/4.

Liu, Shaozhong. New perspectives on pragmatics. Journal of Guangxi Normal University, 2003/1-19.

2004

Tang, Xinhong & Liu, Shaozhong. Address forms in cross-cultural communication: Politeness norms and pragmatic failures. Foreign Languages and Their Teaching, 2004/10.

Liu, Shaozhong, Tang, Jianjun, Zhang, Ping, and Tang, Xinhong. A review of Suo Zhengyu’s Coursebook on Pragmatics. Journal of Guangxi Normal University (Special Issue on FL Research and Teaching), 2004/1.

Liu, Shaozhong & Zhang, Ping. Grammaticalization (1). Liuzhou Teachers College Journal, 2004/4.

Liu, Shaozhong & Tang, Jianjun. Cognition, Pragmatics, and Grammaticalization (2). Guilin Teachers College Journal, 2004/4.

Liu, Shaozhong & Liao, Fegrong. College students’ use of Internet resources for listening study. Multimedia for Foreign Language Teaching, 2004/4.

Liu, Shaozhong & Ou, Jie. Pragmatic failure and classroom teaching. Yulin Teachers College Journal, 2004/1.

2005

Liu, Shaozhong. On the First and Second Editions of Mey’s Pragmatics: An Introduction. Journal of   Guangxi Normal University (Guilin), 2005/1.

2006

Liu, Shaozhong. Leading the 21st University by Language: Recent Articles on Higher Education Leadership Language Research. Journal of Guangxi Normal University (Guilin), 2006/1.

Liao, Fengrong & Liu, Shaozhong. Metaphors for the Curriculum. Journal of Guangxi Normal University (Guilin). 2006/2:1-11.

 

刘绍忠、汪雯波:文化与认知:隐喻的汉英对比研究<<英语研究>>2006年第431-48页。

2007

刘绍忠:语际语研究:35年的发展轨迹。〈中国应用语言学丛书〉(创刊号)(在印)。

 

高旗、刘绍忠、李冬梅:关联理论在英语专业阅读教学中的运用。〈桂林师专学报〉2007年第2期。

 

黎政、刘绍忠:关联与译者主体意识。〈广西大学学报〉2007年第2期。

 

黎政、刘绍忠、张平:索振羽《语用学教程》再评。〈湛江海洋大学学报〉2007年第2

 

 

 

Contribute to Journals

Name

Sponsor

Frequency

Contact Info

外国语

教育部 /上外

双月

200083上海市大连西路550号上外校园内jfl@shisu.edu.cn

外语界

教育部 /上外

双月

200083上海市大连西路550号上外校园内waiyujie@online.sh.cn

外语电化教学

教育部 /上外

200083上海市大连西路550号上外校园内sflaph@online.sh.cn; //China-slnet.com/Sh/mifli.htm  

国外外语教学

教育部 /华东师大

200062 上海市中山北路3663 华东师范大学《国外外语教学》编辑部;fltaecnu@online.sh.cn; ecnuwyxy@guowai.sh.cn 

上海科技翻译

上海市教委/上大、科译协

200072 上海大学延长路校区《上海科技翻译》编辑部
SHKF@chinajournal.net.cn

中国翻译

/中国译协
www.tac-online.org.cn; taccn@163bj.com

双月

100037北京市阜外百万庄大街24www.tac-online.org.cn ; ctjtac@public.bta.net.cn

外语教学与研究

教育部 /北外

双月

100089北京西三环北路2
bwyys@mail.bfsu.edu.cn; CN11-1251/G4

当代语言学

社科院

100732北京建国门内大街5号;bjddyyx@yahoo.com.cn; ddedit@linguistics.cass.net.cn; www.cass.net.cn/Chinese/s18-yys/dangdai/index.htm  

解放军外国语学院学报

洛外

双月

471003河南洛阳036信箱60; jfjw@chinajournal.net.cn

外语教学

/西外

双月

710061陕西西安南郊师大路2
西安外国语学院学报编辑部; ; xuebao@xisu.net.cn; www.xisu.net.cn

西安外国语学院学报

西外

710061陕西西安南郊师大路2
西安外国语学院《外语教学》编辑部; xuebao@xisu.net.cn; www.xisu.net.cn

外语学刊

教育部 /黑大

150080黑龙江省哈尔滨市南岗学府路74wyxk@hlju.edu.cn; wyxk2002@hotmail.com  

外语与外语教学

教育部 /大连外院

月刊

116002辽宁省大连市中山区南山路110 大连外国语学院学报编辑部 DWXBXJ@sohu.com

外语研究

南京国关

210039江苏省南京市板桥
解放军国际关系学院学报编辑部; NWYJ@chinajournal.net.cn; //nwyjchinajournal.net.cn 

外国语言文学(福建外语)

福建师大

350007福建省福州市仓山区
福建师范大学外语学院

山东外语教学

山东师大

250014山东济南文化东路88
waibian@jn-public.sd.cninfo.net

江苏外语教学

南京师大

210097江苏省南京市宁海路122
南京师范大学外国语学院

四川外国语学院学报

重庆市教委/川外

双月

400031重庆市沙坪坝烈士墓
a65383370@cta.cq.cn

现代外语

广外

510420广州黄石东路广东外语外贸大学内gplal@gdufs.edu.cn

天津外国语学院学报

天外

300204天津市马场道117

外语与翻译

教育部 /中南铁道

410075湖南省长沙市韶山南路22

语言教学与研究

北语文大

双月

100083北京学院路15xb@blcu.edu.cn; www.blcu.edu.cn/yys/index.htm  

广东外语外贸大学学报

广外

510420广州黄石东路广东外语外贸大学内;gpxb306@gdufs.edu.cn; gpjfs@gdufs.edu.cn  

Teaching English in China 

外研社

双月

100089北京西三环北路19
teic@fltrp.com; xdliu@cenpok.net

外国文学评论

教育部/社科院外文所

100732北京建国门内大街5

中国比较文学

教育部/上外、中比

双月

200083上海市大连西路550
上海外国语大学内 shccl@citiz.net

中国科技翻译

 

 

jyzhang@cashq.ac.cn

高师英语教学与研究English teaching & research notes in normal school

全国高等师范院校外语教学研究协作组主办

双月

Wangzhengrui777@163.com;
tefl@tefl-china.net
ISSN1008-7974/CN22

基础教育外语教学研究

国家基础教育研究中心外语中心

 

tefl@tefl-china.net; www.tefl-china.net

语言研究

华中科技大

 

yyyj@chinajournal.net.cn

语言与文字研究

山东农大

双月

szpan@sdau.edu.cn

江苏外语教学研究

 

 

jfltr@jlonline.com

语言文字应用

社科院

双月

yywzyy@china-language.gov.cn

世界汉语教学

北京语言文化大学

zgwhyj@blcu.edu.cn

学汉语

人民出版社

月刊

zgwhyj@blcu.edu.cn

中国文化研究

北京语言文化大学

zgwhyj@blcu.edu.cn 

中小学外语教学

北京师范大学

月刊

FLTS@BNU.EDU.CN

英语研究

四川外语学院

enstudy@enstudy.org

 

 

 

 

 

<> Created Friday 2005-5-23 by Shaozhong Liu <>

Last updated Wednesday 2007-8-8