初中教材《牛津英语（上海版）》的语用评估

发布时间：2018-06-15 08:02

本文选题：牛津英语(上海版) + 教材评估　；参考：《广州大学》2017年硕士论文

【摘要】：作为交际能力的重要组成部分,语用能力是实现成功交际所必需的,在英语教学中正在受到越来越多的重视。同时,《义务教育英语课程标准》(2011)强调培养学生英语语用能力的重要性。在我国的外语学习环境中,教材作为语言输入的主要来源,在语用教学中扮演至关重要的角色。因此教材能否较好地呈现语用知识,教师在语用教学中能否充分利用教材,对学生的语用能力培养有重要影响。然而,之前的研究很少关注国内初中英语教材的语用评估。基于教材评估和语用学的相关理论,本研究建构一个教材评估框架,从语用角度评估一套在广东省广泛使用的初中教材(《牛津英语(上海版)》)。研究问题如下:1、教材呈现哪些言语行为,它们的比重如何?2、言语行为的分布,情景描述和元语用信息的情况如何?3、教师对使用该教材进行语用教学的观点如何?本研究采用定量和定性相结合的方法,通过逐页的教材分析和对38位教师的问卷调查从语用角度评估教材。结果显示,1、言语行为的数量不足。教材仅有45.6%页内容呈现47种言语行为。2、言语行为内容在数量和难度分布上大致随着教材级别的发展而呈发展趋势;而呈现的情景描述和元语用信息在数量和质量上都欠佳。3、由于教师有限的语用认知和教材语用输入的不足,本教材未能在语用教学方面被充分利用。在研究结果的基础上,本文对教材编者和教师提出相关建议,以改进教材编写和语用教学。
[Abstract]:As an important part of communicative competence, pragmatic competence is necessary for successful communication, and is receiving more and more attention in English teaching. At the same time, English Curriculum Standard for compulsory Education (2011) emphasizes the importance of cultivating students' English pragmatic competence. In our country's foreign language learning environment, as the main source of language input, textbooks play an important role in pragmatic teaching. Therefore, whether the textbooks can better present pragmatic knowledge and whether teachers can make full use of the teaching materials in pragmatic teaching have an important impact on the cultivation of students' pragmatic competence. However, previous studies have paid little attention to the pragmatic assessment of junior high school English textbooks. Based on the theories of textbook evaluation and pragmatics, this study constructs a framework of textbook evaluation to evaluate a set of junior high school textbooks (Oxford English (Shanghai Edition) which is widely used in Guangdong Province from a pragmatic perspective. The research questions are as follows: 1, what speech acts are presented in the textbook, what is their proportion, the distribution of speech acts, the situation of situational description and meta-pragmatic information, and what is the teacher's view on pragmatic teaching using the textbook? The present study adopts a quantitative and qualitative approach to evaluate the teaching materials from a pragmatic perspective through a page-by-page analysis of textbooks and a questionnaire survey of 38 teachers. The results showed that the number of speech acts was insufficient. Only 45.6% of the content of the textbook presents 47 kinds of speech acts. The distribution of the content of speech acts in quantity and difficulty shows a trend of development with the development of teaching material level. However, the situation description and meta-pragmatic information presented are poor in quantity and quality. Due to teachers' limited pragmatic cognition and the lack of pragmatic input in textbooks, this textbook is not fully utilized in pragmatic teaching. On the basis of the research results, this paper puts forward some suggestions to the textbook editors and teachers in order to improve the compilation of textbooks and pragmatic teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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