中国大学生英语课堂语用知识输入与语用能力发展关系研究

发布时间：2018-06-04 12:18

本文选题：语用能力 + 语用语言能力　；参考：《山东外语教学》2016年04期

【摘要】：培养学生的语用能力是外语教学的核心目标之一,也是外语研究的主要议题;但现有研究大多孤立讨论二语学习者的语用能力水平,很少从语用知识输入的角度对语用能力发展的多元性进行分析。鉴于此,本文以英语专业与非英语专业大学生为受试,通过封闭式和开放式调查问卷相结合的方法,调查了中国大学生的课堂语用知识输入与语用能力水平之间的关系。结果显示:(1)中国大学生课堂中的语用知识输入不足,语用语言知识尤其匮乏,导致其语用能力总体水平不高,且语用语言能力显著低于其社交语用能力;(2)英语专业学生课堂中的语用语言知识、社交语用知识的输入均高于非英语专业学生,所以前者的总体语用能力、语用语言能力和社交语用能力均高于后者。
[Abstract]:Cultivating students' pragmatic competence is one of the core goals of foreign language teaching and is also the main topic of foreign language research. However, most of the existing studies discuss the level of pragmatic competence of second language learners in isolation. The diversity of pragmatic competence is rarely analyzed from the perspective of pragmatic knowledge input. In view of this, this paper, taking English majors and non-English majors as subjects, investigates the relationship between classroom pragmatic knowledge input and pragmatic competence of Chinese college students through a combination of closed and open questionnaires. The results show that the Chinese college students have insufficient input of pragmatic knowledge, especially lack of pragmatic and linguistic knowledge, which leads to a low level of pragmatic competence. Moreover, the pragmatic language competence of English majors is significantly lower than that of their social pragmatic competence. (2) the pragmatic language knowledge of English majors in the classroom is higher than that of non-English majors, so the total pragmatic competence of the former is higher than that of non-English majors. Both pragmatic competence and social pragmatic competence are higher than the latter.
【作者单位】：江苏大学外国语学院;
【基金】：教育部人文社科项目“基于学术语篇语料库的中国英语学习者语用能力研究”(项目编号:12YJC740047) 江苏省社会科学项目“英语学术语用能力研究”(项目编号:11YYC012)的阶段性成果
【分类号】：H319.3

【相似文献】