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1、ApplicationofConversationalImplicationsinEnglishAudio-visualCourse1.IntroductionNowadays,itisgraduallyemphasizedthatweshouldfosterEnglishmajorstudentswithintegratedskills.Asaresult,considerableattentionhasbeendevotedtoEnglishaudio-visualcourse.However,theteachingeffectofthi
2、scoursehasbeenunsatisfactory,whichhasledtoacentralquestioninresearchabouthowtoimprovestudents’listeningcomprehensionbywatchingEnglishmovies.Inthepasttwentyyears,thisquestionhasbeenthefocusofmanystudies,forexample,YanCanxun(2005:56)proposesateachingmethodthatoralEnglishpract
3、icesubstitutesforlisteningtraininginlisteningclasseswhilestudentslearnautonomouslyafterclass;whileGuoSuihong(2004:45)advocatesteachingratherthantesting,payingmoreattentiontoauthenticinputandbasingonthelearner-centeredapproach,sothatstudents’listeningcomprehensioncanbedevelo
4、ped;andrecently,LuGuojunandWuXingdong(2007:25)focusonthestructureinferencesandtheroleofdiscourseintonationinlistening,andtrytoimprovethestudents’listeningcomprehensionbyreadingandintonationtraining.Theresearchesabovearemeaningfulinsomeways,butonethingtheyoftenignoreistheimp
5、ortanceofcomprehension.AccordingtoKeithJohnson(2002:254),therearestrangephenomenaintextcomprehension.Sometimesitispossibletounderstandeverywordofatextandstillnotknowwhatitisabout,andsometimesitispossibletounderstandamessageevenwhenthereisnoevidenceforyourinterpretationofthe
6、actualwordsonthepages.ThatisjustthecaseinEnglishaudio-visualcourse.Nomatterhowgoodone’slisteningskillmaybe,hecannevermakethoroughandauthenticcomprehensionifhejuststopsattheliteralmeaning.Thispapermakesanattempttousetheconversationalimplicature,proposedbyPaulGrice,toanalyzet
7、heconversationsinEnglishmovies,andgettherealandcorrectunderstandingoftheseseeminglystrangeconversations.Forexample:(1)Doctor:Ineedtogiveyouananesthesia.Teddy:DoIlookreallythatstupid?Doctor:Icannotdoanoperationlikethiswithoutananesthesia.12(FromPrisonBreak)Judgingtheconversa
8、tionabovefromitsliteralmeaning,Teddy’sanswerdidnotshowanysignofrejectionoracceptan
