讲座人：张克定教授
讲座时间：2016年11月18日（周五）下午2点半至4点半
讲座地点：如心楼806
讲座人简介
河南省优秀专家、河南省特聘教授、河南省高等学校哲学社会科学优秀学者，河南大学学术委员会委员、外语学院二级教授、博士生导师，兼任中国逻辑学会语用学专业委员会副会长、中国认知语言学研究会常务理事、中国功能语言学研究会常务理事、中国英语教学研究会常务理事、河南省高等学校外国语教学委员会副主任委员和该委员会本科英语专业教学委员会主任委员，主要研究方向为语用学、认知语言学、功能语言学和对比语言学，在Cognitive Linguistic Studies、East Asian Pragmatics、《外语教学与研究》、《外国语》等国内外著名期刊上发表学术论文60余篇，在中国社会科学出版社、高等教育出版社、北京大学出版社等机构出版专著、译著和高校教科书10余部，主持完成国家社科基金项目、教育部人文社科研究项目、河南省社科基金项目及其他项目10余项，获得省部级及其他优秀科研成果奖励20余项
讲座摘要：
The imperative-conditional construction (ICC) in English is a construction which consists of an ordinary imperative clause and an ordinary declarative clause connected by the connective and or or. This article deals with the speaker intentions of ICCs and their motivations from a cognitive-pragmatic approach. Based on the concept of construction in cognitive linguistics, an ICC can be called a complex symbolic structure which, though composed of two components, should be regarded as a single pragmatic processing unit, because the imperative and the declarative are complementary to and interactive with each other. It will be demonstrated that in everyday communication, an ICC can usually convey three kinds of speaker intentions: a prohibitive intention, an inducing/forcing intention, and an advisory intention. The first refers to the speaker intention to prohibit the hearer from carrying out the act described by the imperative clause. The second is the speaker intention to induce or force the hearer to bring about the act described by the imperative clause. The third refers to the speaker intention to advise the hearer to carry out the act described by the imperative clause. These speaker intentions are highly motivated. The motivations include the constructional context, the conditional relation between the imperative clause and the declarative clause, the directive force of the imperative clause, the pragmatic enrichment of the declarative clause, and the complementary and interactive relationship between the imperative and declarative clauses, among which the constructional context serves as an overall macro-motivation, and the rest may be seen as specific motivations.
