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1、ApplicationofConversationalImplicationsinEnglishAudio-visualCourse1.IntroductionNowadays,itisgraduallyemphasizedthatweshouldfosterEnglishmajorstudentswithintegratedskills.Asaresult,considerableattentionhasbeendevotedtoEnglishaudio-visualcourse.However,theteachin
2、geffectofthiscoursehasbeenunsatisfactory,whichhasledtoacentralquestioninresearchabouthowtoimprovestudents’listeningcomprehensionbywatchingEnglishmovies.Inthepasttwentyyears,thisquestionhasbeenthefocusofmanystudies,forexample,YanCanxun(2005:56)proposesateachingme
3、thodthatoralEnglishpracticesubstitutesforlisteningtraininginlisteningclasseswhilestudentslearnautonomouslyafterclass;whileGuoSuihong(2004:45)advocatesteachingratherthantesting,payingmoreattentiontoauthenticinputandbasingonthelearner-centeredapproach,sothatstuden
4、ts’listeningcomprehensioncanbedeveloped;andrecently,LuGuojunandWuXingdong(2007:25)focusonthestructureinferencesandtheroleofdiscourseintonationinlistening,andtrytoimprovethestudents’listeningcomprehensionbyreadingandintonationtraining.Theresearchesabovearemeaning
5、fulinsomeways,butonethingtheyoftenignoreistheimportanceofcomprehension.AccordingtoKeithJohnson(2002:254),therearestrangephenomenaintextcomprehension.Sometimesitispossibletounderstandeverywordofatextandstillnotknowwhatitisabout,andsometimesitispossibletounderstan
6、damessageevenwhenthereisnoevidenceforyourinterpretationoftheactualwordsonthepages.ThatisjustthecaseinEnglishaudio-visualcourse.Nomatterhowgoodone’slisteningskillmaybe,hecannevermakethoroughandauthenticcomprehensionifhejuststopsattheliteralmeaning.Thispapermakesa
7、nattempttousetheconversationalimplicature,proposedbyPaulGrice,toanalyzetheconversationsinEnglishmovies,andgettherealandcorrectunderstandingoftheseseeminglystrangeconversations.Forexample:(1)Doctor:Ineedtogiveyouananesthesia.Teddy:DoIlookreallythatstupid?Doctor:I
8、cannotdoanoperationlikethiswithoutananesthesia.12(FromPrisonBreak)Judgingtheconversationabovefromitsliteralmeaning,Teddy’sanswerdidnotshowanysignofrejectionoracceptan
