Wilson and Sperber--Relevance Theory(2)

英语专业毕业论文参考资料,关联理论的外国文献,用于题目为语用学只用

250 Deirdre Wilson & Dan Sperber

demonstrative inference process which yields an interpretation of the speaker's meaning.1

automatically create these expectations in terms of a Co-operative Principle and maxims of Quality (truthfulness), Quantity (informativeness), Relation (relevance) and Manner (clarity) a rational hearer should choose is the one that best satisfies those expectations. Relevance theorists share Grice’s intuition that utterances raise expectations of relevance, but question several other aspects of his account, including the need for a Co-operative Principle and maxims, the focus on pragmatic processes which contribute to implicatures rather than to explicit, truth-conditional content, the role of deliberate maxim violation in utterance interpretation, and the treatment of figurative utterances as deviations from a maxim or convention of truthfulness.2 The central claim of relevance theory is that the expectations of relevance raised by an utterance are precise enough, and predictable enough, to guide the hearer towards the speaker’s meaning. The aim is to explain in cognitively realistic terms what these expectations of relevance amount to, and how they might contribute to an empirically plausible account of comprehension. The theory has developed in several stages. A detailed version was published in Relevance: Communication and Cognition (Sperber & Wilson 1986a, 1987a,b) and updated in Sperber & Wilson 1995, 1998a, 2002, Wilson & Sperber 2002. Here, we will outline the main assumptions of the current version of the theory and discuss some of its implications for pragmatics.

On the distinction between decoding and inference, see Sperber & Wilson (1986a): §1.1-5, chapter 2. On the relation between decoding and inference in comprehension, see Blakemore (1987, this volume, forthcoming), Wilson & Sperber (1993), Wilson (1998), Carston (1998, 1999, forthcoming), Origgi & Sperber (2000), Wharton (2001, forthcoming), Breheny (2002), Recanati (2002a). On the role of demonstrative and non-demonstrative inference processes in comprehension, see Sperber & Wilson (1986a): §2.1-7, Sperber & Wilson (2002), Recanati (2002a), Carston (2002, forthcoming).

For early arguments against these aspects of Grice’s framework, see Sperber & Wilson (1981), Wilson & Sperber (1981). For discussion and further references, see below. 21

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