如何用表情符号行事：师生微信群聊中表情符号的语用功能 = How to Do Things with Emojis: The Pragmatic Functions of Emojis in Teacher-Student Interaction through Wechat = Cómo hacer cosas con emojis: las funciones pragmáticas de los emojis en la interacción profesor-alumno a través de Wechat

Abstract

作为一种高效的网络交流工具，表情符号正获得越来越多的关注。本研究尝试以 师生微信群聊为例，分析网络话语互动过程中表情符号的语用功能。共有4名教师和1名学生 参与了语料的收集。他们被要求在自己的师生群聊中自愿收集含有表情符号的语料。研究共 分析48种表情符号，它们具有的语用功能可以分为三类：言语行事功能、人际关系功能和文 本结构功能。具体而言，表情符号可以：1）替代/强化具有言语行为功能的文字，从而表达 说话人的直接意图或者间接意图；2）替代/强化具有人际关系功能的文字，从而维系或者提 升人际关系；3）替代/强化具有文本结构功能文字或标点，从而保证会话的顺利进行。本研 究在理论层面可以进一步补充表情符号的系统研究，同时对于进一步了解网络话语互动的特 征，规范网络交际文明具有一定的参考意义。 As efficient tools in online interaction, Emojis have attracted ample attention from researchers in diverse fields, stressing that its pragmatic values deserve further systemic exploration. Against this background, this paper investigates the pragmatic functions of emojis through retrieving interactive data between teachers and students in Wechat rooms. A total of 5 volunteers (4 teachers and 1 student) were invited to collect data from their teacher-student Wechat groups respectively. Forty-eight types of emoji in the corpus were described and analyzed, finally classified into 3 pragmatic functions: illocutionary function, interpersonal function and textual function. Specifically, emojis can: i) work as indicators of literal force (secondary illocutionary act) or indirect force (primary illocutionary act). ii) work as rapport management strategies to maintain or enhance the relationship between/among interlocutors. iii) work as structural constituents, which will contribute to the opening, continuing or closing of a conversation. Accordingly, these findings would contribute to the enrichment of theoretical studies of emojis, and the understanding of online discourse in mediated forms.