语用能力培养在高中英语教材中的实现情况研究 ——基于言语行为视角
发布时间：2021-03-05 02:47
语用能力是交际者在交际中识别语境、准确理解他人言语和得体表达自己意图的能力。如何培养学生的语用能力在当今的外语教学中愈发受到关注。在英语为外语的语言学习环境下,教材是英语学习者极其重要的语言输入来源,尤其对于中国偏远地区的学生来说,教材更是不可或缺。因此,英语教材能否充分、有效地呈现地道的语用信息对我国英语学习者语用能力的培养产生直接影响。纵观国外英语教材评估的研究发现,各个阶段教材都有不同程度的语用信息缺失;国内外英语教材研究也表明,从语用角度评估英语教材的研究甚少,涉及高中英语教材的语用研究则少之又少。从言语行为视角评估高中英语教材语用信息涵盖量的研究也有待扩充。高中英语教材是否呈现丰富的言语行为、如何呈现、是否对容易施为不当的言语行为给予表达策略上的指导等,亟待评估。基于言语行为视角,在言语行为理论、注意假说、显性教学及语言学习认知理论框架下,本研究旨在评估人教版高中英语教材在语用能力培养方面的实现情况。主要研究以下三个研究问题:（1）人教版高中英语教材呈现了哪些言语行为?其分布有何特点?（2）人教版高中英语教材如何呈现出现频率最高的言语行为?（3）人教版高中英语教材中呈现的用于...
【文章来源】：兰州交通大学甘肃省
【文章页数】：120 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Textbooks
2.1.1 Definitions and Types of Textbooks
2.1.2 Roles of Textbooks
2.2 ELT Textbook Evaluation
2.2.1 Criteria for ELT Textbook Evaluation
2.2.2 Approaches to ELT Textbook Evaluation
2.2.3 Empirical Studies from Non-pragmatic Perspectives
2.2.4 Empirical Studies from the Pragmatic Perspective
2.3 Pragmatic Failures in Speech Acts
2.3.1 Pragmatic Failure
2.3.2 Studies on Pragmatic Failures in Speech Acts
2.4 Summary
Chapter Three Theoretical Foundations for the Present Study
3.1 Pragmatic Competence
3.1.1 Definitions of Pragmatic Competence
3.1.2 Necessity& Teachability of Pragmatic Competence
3.2 Speech Act Theories
3.2.1 Austin’s Speech Act Theory
3.2.2 Searle’s Speech Act Theory
3.2.3 Speech Acts& Pragmatic Competence
3.3 Schmidt’s Noticing Hypothesis
3.4 Explicit and Implicit Instruction
3.5 Cognitive Theory of Language Learning
Chapter Four Research Methodology
4.1 Research Purposes and Questions
4.2 Selecting the Target Textbooks
4.2.1 English Textbooks for Senior High School
4.2.2 English Textbooks by People’s Education Press
4.3 Analytic Framework
4.3.1 Searle’s Taxonomy of Speech Acts
4.3.2 Presentation of Speech Acts
4.3.3 Cohen& Olshtain's Strategy Set for Apology
4.4 Data Collection
4.5 Data Analyses
Chapter Five Results of Research Questions
5.1 Types and Distribution of Speech Acts
5.1.1 Types of Speech Acts
5.1.2 Distribution of Speech Acts
5.2 Presentation of the Suggestion Speech Act
5.2.1 Explicit or Implicit Instruction on Making Suggestions
5.2.2 Semantic Formulas for Making Suggestions
5.2.3 Social Contextual and Meta-pragmatic Information Coverage
5.3 Limited Strategies for Apologies
Chapter Six Discussion and Implications
6.1 Discussion
6.1.1 Range and Distribution of Speech Acts
6.1.2 Presentation of the Suggestion Speech Act
6.1.3 Strategies for the Apology Speech Act
6.2 Implications
6.2.1 Implications for Textbook Compilers
6.2.2 Implications for English Instructors
6.2.3 Implications for English Learners
Chapter Seven Conclusion
7.1 Major Findings of the Present Study
7.2 Limitations of the Present Study
7.3 Suggestions for Future Studies
Acknowledgements
References
Appendix Ⅰ The List of Textbooks for Senior High Schools in China
Appendix Ⅱ The List of Semantic Formulas for Suggestions
Appendix Ⅲ Speech Acts in Textbooks
Appendix Ⅳ Speech Acts in Workbooks
Academic Achievements
【参考文献】：
期刊论文
[1]中国英语学习者口语语用能力和语用迁移关系研究[J]. 戴沅芳,张绍杰. 外语界. 2018(01)
[2]跨文化语境下中美大学生请求类言语行为的礼貌语言策略使用研究[J]. 师孟玲,何佳霖,王圣宇. 教育现代化. 2016(31)
[3]“新目标大学英语”《视听说教程》的编写理念与特色[J]. 徐锦芬,朱茜,汤小川,郭燕. 外语界. 2016(02)
[4]道歉言语行为的演变研究——以留学英语国家的中国学生为例[J]. 章元羚,李柏令. 现代语文(语言研究版). 2015(11)
[5]汉英双语者道歉言语行为中的“语用反向迁移”实证研究[J]. 石楠楠,李柏令. 现代语文(语言研究版). 2015(04)
[6]新时期英语专业学生语用能力调查报告及启示[J]. 李燕,姜占好. 外语教学. 2014(05)
[7]二语习得研究与教材开发的基本原则[J]. 何岚,刘正光. 外语学刊. 2013(06)
[8]认知框架下的课堂语用教学对学习者二语语用能力发展的作用[J]. 卢加伟. 解放军外国语学院学报. 2013(01)
[9]外语教材的研发与学生外语能力的培养——基于我国高校主要外语教材的分析与探讨[J]. 隋晓冰,周天豪. 外语电化教学. 2012(06)
[10]基于语料库的英语阅读教材词汇评估[J]. 郑志恒. 外语研究. 2012(05)
本文编号：3064439
【文章来源】：兰州交通大学甘肃省
【文章页数】：120 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Textbooks
2.1.1 Definitions and Types of Textbooks
2.1.2 Roles of Textbooks
2.2 ELT Textbook Evaluation
2.2.1 Criteria for ELT Textbook Evaluation
2.2.2 Approaches to ELT Textbook Evaluation
2.2.3 Empirical Studies from Non-pragmatic Perspectives
2.2.4 Empirical Studies from the Pragmatic Perspective
2.3 Pragmatic Failures in Speech Acts
2.3.1 Pragmatic Failure
2.3.2 Studies on Pragmatic Failures in Speech Acts
2.4 Summary
Chapter Three Theoretical Foundations for the Present Study
3.1 Pragmatic Competence
3.1.1 Definitions of Pragmatic Competence
3.1.2 Necessity& Teachability of Pragmatic Competence
3.2 Speech Act Theories
3.2.1 Austin’s Speech Act Theory
3.2.2 Searle’s Speech Act Theory
3.2.3 Speech Acts& Pragmatic Competence
3.3 Schmidt’s Noticing Hypothesis
3.4 Explicit and Implicit Instruction
3.5 Cognitive Theory of Language Learning
Chapter Four Research Methodology
4.1 Research Purposes and Questions
4.2 Selecting the Target Textbooks
4.2.1 English Textbooks for Senior High School
4.2.2 English Textbooks by People’s Education Press
4.3 Analytic Framework
4.3.1 Searle’s Taxonomy of Speech Acts
4.3.2 Presentation of Speech Acts
4.3.3 Cohen& Olshtain's Strategy Set for Apology
4.4 Data Collection
4.5 Data Analyses
Chapter Five Results of Research Questions
5.1 Types and Distribution of Speech Acts
5.1.1 Types of Speech Acts
5.1.2 Distribution of Speech Acts
5.2 Presentation of the Suggestion Speech Act
5.2.1 Explicit or Implicit Instruction on Making Suggestions
5.2.2 Semantic Formulas for Making Suggestions
5.2.3 Social Contextual and Meta-pragmatic Information Coverage
5.3 Limited Strategies for Apologies
Chapter Six Discussion and Implications
6.1 Discussion
6.1.1 Range and Distribution of Speech Acts
6.1.2 Presentation of the Suggestion Speech Act
6.1.3 Strategies for the Apology Speech Act
6.2 Implications
6.2.1 Implications for Textbook Compilers
6.2.2 Implications for English Instructors
6.2.3 Implications for English Learners
Chapter Seven Conclusion
7.1 Major Findings of the Present Study
7.2 Limitations of the Present Study
7.3 Suggestions for Future Studies
Acknowledgements
References
Appendix Ⅰ The List of Textbooks for Senior High Schools in China
Appendix Ⅱ The List of Semantic Formulas for Suggestions
Appendix Ⅲ Speech Acts in Textbooks
Appendix Ⅳ Speech Acts in Workbooks
Academic Achievements
【参考文献】：
期刊论文
[1]中国英语学习者口语语用能力和语用迁移关系研究[J]. 戴沅芳,张绍杰. 外语界. 2018(01)
[2]跨文化语境下中美大学生请求类言语行为的礼貌语言策略使用研究[J]. 师孟玲,何佳霖,王圣宇. 教育现代化. 2016(31)
[3]“新目标大学英语”《视听说教程》的编写理念与特色[J]. 徐锦芬,朱茜,汤小川,郭燕. 外语界. 2016(02)
[4]道歉言语行为的演变研究——以留学英语国家的中国学生为例[J]. 章元羚,李柏令. 现代语文(语言研究版). 2015(11)
[5]汉英双语者道歉言语行为中的“语用反向迁移”实证研究[J]. 石楠楠,李柏令. 现代语文(语言研究版). 2015(04)
[6]新时期英语专业学生语用能力调查报告及启示[J]. 李燕,姜占好. 外语教学. 2014(05)
[7]二语习得研究与教材开发的基本原则[J]. 何岚,刘正光. 外语学刊. 2013(06)
[8]认知框架下的课堂语用教学对学习者二语语用能力发展的作用[J]. 卢加伟. 解放军外国语学院学报. 2013(01)
[9]外语教材的研发与学生外语能力的培养——基于我国高校主要外语教材的分析与探讨[J]. 隋晓冰,周天豪. 外语电化教学. 2012(06)
[10]基于语料库的英语阅读教材词汇评估[J]. 郑志恒. 外语研究. 2012(05)
本文编号：3064439
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