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1、ApplicationofConversationalImplicationsinEnglishAudio-visualCourse1.IntroductionNowadays,itisgraduallyemphasizedthatweshouldfosterEnglishmajorstudentswithintegratedskills.Asaresult,considerableattentionhasbeendevotedtoEnglishaudio-visualcourse.However,theteachingeffectofthiscoursehas
2、beenunsatisfactory,whichhasledtoacentralquestioninresearchabouthowtoimprovestudents’listeningcomprehensionbywatchingEnglishmovies.Inthepasttwentyyears,thisquestionhasbeenthefocusofmanystudies,forexample,YanCanxun(2005:56)proposesateachingmethodthatoralEnglishpracticesubstitutesforlis
3、teningtraininginlisteningclasseswhilestudentslearnautonomouslyafterclass;whileGuoSuihong(2004:45)advocatesteachingratherthantesting,payingmoreattentiontoauthenticinputandbasingonthelearner-centeredapproach,sothatstudents’listeningcomprehensioncanbedeveloped;andrecently,LuGuojunandWuX
4、ingdong(2007:25)focusonthestructureinferencesandtheroleofdiscourseintonationinlistening,andtrytoimprovethestudents’listeningcomprehensionbyreadingandintonationtraining.Theresearchesabovearemeaningfulinsomeways,butonethingtheyoftenignoreistheimportanceofcomprehension.AccordingtoKeithJ
5、ohnson(2002:254),therearestrangephenomenaintextcomprehension.Sometimesitispossibletounderstandeverywordofatextandstillnotknowwhatitisabout,andsometimesitispossibletounderstandamessageevenwhenthereisnoevidenceforyourinterpretationoftheactualwordsonthepages.ThatisjustthecaseinEnglishau
6、dio-visualcourse.Nomatterhowgoodone’slisteningskillmaybe,hecannevermakethoroughandauthenticcomprehensionifhejuststopsattheliteralmeaning.Thispapermakesanattempttousetheconversationalimplicature,proposedbyPaulGrice,toanalyzetheconversationsinEnglishmovies,andgettherealandcorrectunders
7、tandingoftheseseeminglystrangeconversations.Forexample:(1)Doctor:Ineedtogiveyouananesthesia.Teddy:DoIlookreallythatstupid?Doctor:Icannotdoanoperationlikethiswithoutananesthesia.13(FromPrisonBreak)Judgingtheconversationabovefromitsliteralmeaning,Teddy’sanswerdidnotshowanysignofrejecti
8、onoracceptan
