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1、ApplicationofConversationalImplicationsinEnglishAudio-visualCourse1.IntroductionNowadays,itisgraduallyemphasizedthatweshouldfosterEnglishmajorstudentswithintegratedskills.Asaresult,considerableattentionhasbeendevotedtoEnglishaudio-visualcourse.However,thet
2、eachingeffectofthiscoursehasbeenunsatisfactory,whichhasledtoacentralquestioninresearchabouthowtoimprovestudents’listeningcomprehensionbywatchingEnglishmovies.Inthepasttwentyyears,thisquestionhasbeenthefocusofmanystudies,forexample,YanCanxun(2005:56)propose
3、sateachingmethodthatoralEnglishpracticesubstitutesforlisteningtraininginlisteningclasseswhilestudentslearnautonomouslyafterclass;whileGuoSuihong(2004:45)advocatesteachingratherthantesting,payingmoreattentiontoauthenticinputandbasingonthelearner-centeredapp
4、roach,sothatstudents’listeningcomprehensioncanbedeveloped;andrecently,LuGuojunandWuXingdong(2007:25)focusonthestructureinferencesandtheroleofdiscourseintonationinlistening,andtrytoimprovethestudents’listeningcomprehensionbyreadingandintonationtraining.Ther
5、esearchesabovearemeaningfulinsomeways,butonethingtheyoftenignoreistheimportanceofcomprehension.AccordingtoKeithJohnson(2002:254),therearestrangephenomenaintextcomprehension.Sometimesitispossibletounderstandeverywordofatextandstillnotknowwhatitisabout,andso
6、metimesitispossibletounderstandamessageevenwhenthereisnoevidenceforyourinterpretationoftheactualwordsonthepages.ThatisjustthecaseinEnglishaudio-visualcourse.Nomatterhowgoodone’slisteningskillmaybe,hecannevermakethoroughandauthenticcomprehensionifhejuststop
7、sattheliteralmeaning.Thispapermakesanattempttousetheconversationalimplicature,proposedbyPaulGrice,toanalyzetheconversationsinEnglishmovies,andgettherealandcorrectunderstandingoftheseseeminglystrangeconversations.Forexample:(1)Doctor:Ineedtogiveyouananesthe
8、sia.Teddy:DoIlookreallythatstupid?Doctor:Icannotdoanoperationlikethiswithoutananesthesia.13(FromPrisonBreak)Judgingtheconversationabovefromitsliteralmeaning,Teddy’sanswerdidnotshowanysignofrejectionoracceptan
