关于中国高中生英语语言能力和语用能力的相关性研究

发布时间：2018-03-05 20:40

本文选题：语用能力　切入点：语言能力　出处：《东北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语学习的最终目标既是能够和以英语为母语者流畅而顺利地交流沟通,这一说法也得到了广泛的认可。然而在英语学习的过程当中,我们却不能忽略了语用能力的重要性。在中国,英语教学总是过分的强调语言的形式和结构,从而忽略了对学习者语用能力的培养。近些年来,中国的学者们开始逐渐意识到了这个问题也将注意力集中到中国英语学习者的语用能力的发展上来。在过渡语语用学的领域当中,语用能力与语言能力的相关性一直是一个颇有争议性的问题并且在国外的学术界引起了高度重视。然而在中国,仅有有限的一些学者对相关性问题做出了相应的研究,这仍是一个未被充分讨论的领域。除此之外,大多数关于语用能力的研究都是以较高水平的成年学习者作为研究对象,所以将年龄尚小的中等水平的学习者纳入到研究中是非常有必要的。考虑到语用能力在语言学习中所起到的重要作用以及前人的研究的局限性,该研究的目的在于探索中国高中生语言能力与语用能力的关系。在此之上,语用语言能力与语言能力的关系以及社会语用能力与语言能力的关系在本研究中也会被讨论。一共有122名来自东北师范大学附属中学的高三学生参加了本次调查研究。其中69名学生来自尖子班,其余的53名学生来自于普通班。作者通过采用语用能力调查问卷以及期中考试英语试卷分别测试了被调查者的语用能力和语言能力。并且运用SPSS17.0来分析了相关性。研究结果显示,总体而言,被调查者的语用能力亟需提高,而语用能力和语言能力确实存在着正向相关的关系,只不过过低的相关系数表明学生的语用能力不完全被他们的语言能力影响。通过皮尔逊相关性分析,学生的语用语言能力和语言能力也呈正相关,然而相关系数较低显示学生的语用语言能力的发展会受益于但不会完全依赖于他们的语言能力的提高。至于社会语用能力和语言能力的关系,皮尔逊相关性分析显示出两者并不相关,也就是说学生们社会语用能力并未随着语言能力的提升而得到提高。其次,作者通过分析学生在语用能力测试中的语用失误而试图推断出导致语用失误的起因并且提出一些对策来帮助学习者提升语用能力。
[Abstract]:The ultimate goal of English learning is to be able to communicate smoothly and smoothly with native speakers, which is widely accepted. However, in the process of English learning, However, we cannot ignore the importance of pragmatic competence. In China, English teaching has always overemphasized the form and structure of language, thus neglecting the cultivation of learners' pragmatic competence. Scholars in China are beginning to realize that this problem also focuses on the development of pragmatic competence of Chinese English learners. In the field of interlanguage pragmatics, The correlation between pragmatic competence and linguistic competence has always been a controversial issue and has attracted great attention in foreign academic circles. However, in China, only a limited number of scholars have made a corresponding study on the issue of relevance. This is still an area that has not been fully discussed. In addition, most studies on pragmatic competence have focused on higher levels of adult learners. Therefore, it is necessary to include young and intermediate learners in the study, considering the important role of pragmatic competence in language learning and the limitations of previous studies. The purpose of this study is to explore the relationship between language competence and pragmatic competence of Chinese senior high school students. The relationship between pragmatic language competence and language competence and the relationship between social pragmatic competence and language competence will also be discussed in this study. A total of 122 junior high school students from the affiliated middle school of northeast normal university participated in the survey. The study. 69 of the students came from the top class, The remaining 53 students were from the general class. The author tested the subjects' pragmatic competence and language competence by using the pragmatic competence questionnaire and the mid-term English test. The author also used SPSS17.0 to analyze the relevance. The results of the study show that. In general, the pragmatic competence of the respondents needs to be improved, and there is a positive correlation between pragmatic competence and linguistic competence. However, the low correlation coefficient indicates that students' pragmatic competence is not completely influenced by their language competence. Through Pearson's correlation analysis, students' pragmatic language competence and language competence are positively correlated. However, the low correlation coefficient indicates that the development of students' pragmatic language competence will benefit from, but will not depend on, the improvement of their language competence. Pearson correlation analysis shows that there is no correlation between the two, that is, the students' social pragmatic competence has not been improved with the improvement of language competence. The author tries to infer the causes of pragmatic failure by analyzing students' pragmatic failure in the pragmatic competence test and puts forward some countermeasures to help learners improve their pragmatic competence.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】