1. 研究目的与意义（文献综述包含参考文献）

Literature Review This chapter will provide an in-depth account of the background literature. Section 2.1 gives a review of the basic definitions of the cooperative principle. Section 2.2 elaborates the previous studies on CET6 listening and points out the studies of listening from the perspective of the cooperative principle. 2.1 Definition of the cooperative principle The indirect speech theory consists of speech acts theory, cooperative theory, politeness theory and many other principles. The cooperative principle was firstly raised by American linguist H.P.Grice in Logic and Conversation in 1975. In Grice#8217;s view, to make conversation with others, the participants must first of all be willing to cooperate with each other, otherwise, it would be impossible for them to carry on the talk. This general principle is called the cooperative principle, abbreviated as CP which includes four maxims. They serve as a prerequisite for any talk to take place. The maxim of quantity composes of two aspects: make your conversation as informative as required (for the current purpose of the exchange). For example, when A asks B ”What#8217;s your Chinese grade?” B answers ”Not so well.” It apparently flouts the maxim of quantity and implicates that ”I do not want to tell you about my grades.” The maxim of quality includes: do not say what you believe to be false, do not say that which you lack adequate evidence. When you invite someone to a party, he or she say ”I have class on Sunday.” We all know what he or she is talking is false, because there is on class on Sunday in school, thus he is flouting the maxim of quality. His intended meaning is ”I don#8217;t want to join you for the party.” The maxim of be relevant. The violation of this maxim is often seen in our daily life. A manager asks ”What do you think of our company#8217;s trip?” A employee replies ”The weather is great anyway.” The answer has nothing to do with the manager#8217;s question, in that it violates the maxim of being relevant. The maxim of manner: avoid obscurity of expression, avoid ambiguity, being brief (avoid unnecessary prolixity), be orderly. During the war, the spy exchange information by FOS code. Can#8217;t the spy speak any other language? The reason for he flouts the maxim of manner is that he is implying that ”I don#8217;t want others know what we are talking about.” If people obey its four maxims strictly, people will have a successful and smooth conversation. However, in our daily lives, we may violate one of them or more. Grice didn#8217;t explain why people violate these rules deliberately while interacting with others. So, in 1983, Leech advanced the politeness principle. The cooperative principle tells people what should say, politeness principle regulates how should say without disturbing or harming others#8217; feelings. On the one hand, politeness principle can be seen as a supplement to the cooperative principle. On the other hand, if we want to carry on a smoothly conversation and intend to realize the potential goal, then being polite is a presupposition. We just can#8217;t take them apart or view them as two separate theories. I introduce the politeness principle in this section just to better explain the cooperative principle. 2.2 Related studies 2.1.1 Previous studies on CET6 listening As we all know, listening is a very important communication skill involves the procedures of decoding, mutual understanding. Sometimes we just translate what we are listening literally without taking the concrete contexts into account. To understand the speakers#8217; intended meaning is well found in current CET6 listening, so many studies have been carried out in order to help students in this regard. Besides, the listening grades have increased from 20% to 35% since 2005. It also demonstrates that more emphasis has been placed on listening ability. Penny Ur(2000), after carrying out a great number of researches, summarizes some problems that students face in the process of listening. As the CET6 listening is broadcast only once, many students complain that the radio speaks too fast, it is impossible to hear clearly and take down enough notes especially when they hear words they don#8217;t meet before. In our traditional learning, we tend to figure out each word when reading, we may refer to a dictionary or ask teachers for help. Besides, every word comes into our head, we prefer to translate them into our native language. We lack the ability of thinking like a foreigner and seldom practice western mindset. At this time, when we hesitate about what does this word mean, we may miss the following contexts. Once we can#8217;t keep up with the conversation, we will get tired or lose our confidence. That#8217;s why the average listening grades are not high all across universities. In this paragraph, I will introduce three approaches studying CET6 listening namely second language acquisition, speech act theory, cross-cultural pragmatics failure. First of all, second language acquisition was established around the 1970s, refers to how a person acquires a second language. Similar to people#8217;s efforts to learn the native language, human beings are equipped with language acquisition device(LAD), which enables people to learn another language if provided with adequate input. Input Hypothesis is put forward by Krashen(1985). He divides second language learning into two routes: acquisition and learning. Acquisition is a subconscious process without paying much attention on grammatical rules, people just say that. Learning are conscious efforts to acquire the second language by gaining a basic understanding of the grammatical rules and making usage of the rules. Krashen also mentions that people can improve their language by receiving ”comprehensive input”. The comprehensive input is slightly above the listeners#8217; current level. Then, we need much input to cultivate the quick reaction ability. Although input hypothesis isn#8217;t accepted by all scholars, it does have positive and guiding effect. Next time, when we choose listening material, we at least know which material we should choose for the improvement of listening. Secondly, it is about speech act theory approach. British philosopher John Austin in the late 50s of the 20th century brought forward the speech act theory, which is an important theory in the pragmatic study of language. Later, he set up another new model, there are three kinds of acts when people speaking: locutionary act, illocutionary act and perlocutionary act. A speaker might perform one of the act, or he maybe perform three kinds of acts at the same time which imposes much difficulty in communication. The locutionary act means the speaker can understand the sentence literally. All these words have concrete meanings. The illocutionary act is more often in conversation. The speaker usually have intention of speaking so, it depends on the context. The perlocutionary act refers to the effect of the utterance. That#8217;s to say the listener catches the right information and take actions according to your requirements. In 1960s and 70s, American philosopher-linguist John Searle classified speech acts into five general categories: representatives/assertives, directives, commissives, expressives and declarations. The short conversations of CET6, instead of expressing or requesting clearly, the speaker often uses many of these acts to make the talk not easily to understand. Therefore, previous studies have cited many examples picked from CET6 listening material to help us better acquit with these principles. Thirdly, it is about cross-cultural pragmatics failure. As we all know, due to the diverse cultural, economic, political and religious background, we enjoy splendid civilization left by our ancestors. During the process of communication, misunderstanding is inevitable. For example, if the speaker fails to use language correctly, it will certainly not achieve the communicative purpose, even worse leading to misapprehending. Different languages also differ in use. This phenomenon also calls pragmalinguitics. So when we are determined to learn another language, we should not only memorize its vocabulary but also familiar with the rules so as to avoid pragmatic failure to some extent. In addition, pragmatic failure is more likely to occur in cross-cultural communication and more likely to occur between speakers of diverse cultural background. This pragmatic failure is known as sociopragmatics. Take Chinese and American for example, Chinese people are famous for being shy, modest and implicit. When they respond to others#8217; compliment, they more likely to deny the truth. While American people will receive the compliment happily. In CET6 listening, we sometimes fail to detect these subtle differences. 2.2.2 Studies of listening from the perspective of the cooperative principle During the last decades, many studies about listening comprehension have been carried out from the perspective of the cooperative principle. Most of the previous researches are on the theoretical side instead of empirical studies. This study is carried out on the basis of theories of CP. According to a survey, most of the teachers still play types or videos and then make explanation in the listening class. On the one hand, the teachers find it easy to control the class, on the other hand, we students are used to this model as we have been trained like this for many years. We sometimes understand the whole sentence and hear each word clearly, but when questions are asked, we are still not able to make the correct choices. Besides, we can#8217;t find a way to rectify the awkward situation. This study will try to concentrate on training students#8217; linguistic knowledge and competence of interpreting cooperative principle, I wishes to find a way which will contribute to enhancing their listening competence and improve their listening scores. This study is aimed to help students to make full use of the cooperative principle so as to understand the indirect meanings in listening comprehension and improve their listening scores. I have introduced the cooperative principle in section 2.1, in order to make students better understand the short conversations in the listening comprehension, I will classify the questions that usually appear in the CET6 examination into two types. Firstly, detail comprehension requires students to listen carefully in case of leaving out any detail. Secondly, the inference capability increasingly account for a large proportion in CET6, especially in short conversations. For example from the speakers#8217; attitude or tone to each other, we guess the relationship between them. We may also hear place names, occupations, numbers and so on then find out the right answer. The speakers will deliberately violate the cooperative principle, then we ought to understand the implication. The question most likely appear like this ”what does the speaker means”. It#8217;s easy to find that the cooperative principle does great help to improve students#8217; listening comprehension. If we make better use of the principle and take much practice, I think it will ease students#8217; anxiety result from misunderstanding. In the thesis, many examples will be presented and analysis will be given. At first, we should find out which principle the speaker have violated, then we attempt to learn why the speaker avoids answering questions directly, what other principle he has observed. The CET6 listening mainly request students to be familiar with the daily conversations of westerners and capture the main idea. Therefore, through analyzing, I hope the paper will assist students in listening ability . Contents Abstract Introduction 1.1Background of the thesis 1.2 Aims and organization of the thesis Literature review 2.1 Definition of the cooperative principle 2.2 Related studies 2.2.1 Previous study on CET6 listening 2.2.2 Studies of listening in the perspective of the cooperative principle Methodology 3.1 Research problem and material 3.2 Research procedures and data collection Discussion of results Conclusion Reference Reference [1]Grice H P. Logic and Conversation[M]. Cole. Morgan. Syntax and Sematics. New York: Academic Press. 1975. [2]Mey J. Pragmatics: An introduction[M]. Oxford: Blackwell Publishers Ltd. 2001. [3]Saeed. J. Semantics[M]. Beijing: Foreign Language Teaching and Research Press. 2000. [4]戴炜栋. 新编简明英语语言学教程[M]. 上海外语教育出版社. 2013. [5]何兆熊. 语用学概论[M]. 上海外语教育出版社. 1999. [6]董双平. 合作原则在听力教学中的运用. [J]. 中国教育研究论丛. 2006(02): 160-162. [7]贾芝. 论语言交际中的合作原则与礼貌原则的关系[J]. 广西名族学院学报. 2000(05): 104-106. [8]徐栾. 合作原则中准则违背的可行性之探索[J]. 四川师范大学学报（社会科学版增刊）. 2005(05): 95-97.

2. 研究的基本内容、问题解决措施及方案

Methodology This section will be divided into two parts. Section 3.1 points the research problem and material. Section 3.2 introduces the research procedures and data collection. 3.1 Research problem and material This study is intended to make students better understand the application of cooperative principle in CET6 listening. The research material or examples are selected from listening tests of CET6. 3.2 Research procedures and data collection Firstly, I will collect the CET6 listening material from 2010 to 2017 then I will divide the short conversations selected from them into two types namely detail comprehension and the inference capability. The inference capability includes many aspects and a host of examples will be provided. For example from the speakers#8217; attitude or tone to each other, we guess the relationship between them. We may also hear place names, occupations, numbers and so on. All these aspects will be included. Secondly, I will analyse these examples from the perspective of cooperative principle: maxim of quantity, maxim of quality, maxim of relation, maxim of manner. I will illustrate their intentions of violating or observing some of these principles deliberately. Finally, after analyzing all the examples above, the conclusion will be reached.