初中学生场认知方式与语用能力的相关性研究

发布时间：2018-07-29 12:45

【摘要】：近年来,语用能力的研究热点之一在于语言学习者语用能力发展的研究。国内外学者针对语用能力做出了许多的贡献。2001年Niezgoda和Roevert提出要深入全面发展语用能力研究,必须要考虑影响学习者语用能力发展方方面面的因素,比如,学习者的个性别差异,认知方式差异,动机差异等等,许多有关语际语用的研究已经意识到个体差异是影响语用能力发展的重要因素之一,但通过可靠的数据检试个体差异中的认知风格差异与语用能力二者之间的关系的研究却屈指可数。这篇文章通过实证研究,采用定性及定量相结合的研究方法,探讨了初中生群体目前的语用能力及其场独立与场依赖认知风格与语用能力的相关性,以语用能力中的三个维度：言语行为(语用语言能力)、会话含义及礼貌程度(社会语用能力)为例。探讨以下研究问题：目前初中阶段学生的场认知方式分布如何?初中阶段学生在言语行为、会话含义和礼貌用语这三方面的语用能力如何?场认知方式(场独立／依存)不同的学生在这三方面语用能力的发展呈现怎样的关系?场认知方式(场独立/依存)不同的学生在这三方面语用能力是否表现出明显的差异?结果显示初中生群体中场依赖认知方式的学生较场独立认知方式的学生多。同时他们的整体语用能力较差,尤其是在理解会话含义这一语用范畴上；场认知风格与语用能力中的理解及表达言语行为这一语用语言能力范畴上并不存在显著的相关性,而其与理解会话含义及礼貌反映方面的社会语用能力上存在显著的相关性。不同场认知方式在言语行为及会话含义理解这两方面呈现出了并不是特别显著的差异,而在礼貌反映方面几乎没有差异。研究结果证实了初中阶段英语学习者的语用能力与场认知方式有着部分的相关性,尤其与社会语用能力方面。因此在初中英语教学中,应充分考虑和利用学习者的不同场认知方式,并同时改进教学中的社会文化输入,从而更有效地促进学习者的语用能力发展。
[Abstract]:In recent years, one of the hotspots of pragmatic competence is the development of language learners' pragmatic competence. Scholars at home and abroad have made many contributions to pragmatic competence. In 2001, Niezgoda and Roevert proposed that in order to develop pragmatic competence in an all-round way, factors affecting the development of learners' pragmatic competence must be taken into account, such as the gender differences of learners. Cognitive style differences, motivational differences, and so on. Many studies on interlingual pragmatics have recognized that individual differences are one of the important factors affecting the development of pragmatic competence. However, the relationship between cognitive style differences and pragmatic competence in individual differences through reliable data examination is few and far between. Based on the empirical study and the qualitative and quantitative methods, the present pragmatic competence of junior high school students and the correlation between field independence and field-dependent cognitive style and pragmatic competence are discussed. Take three dimensions of pragmatic competence: speech act (pragmatic language competence), conversational implicature and politeness (social pragmatic competence). The following research questions are discussed: what is the distribution of students' field cognitive style in junior middle school? What are students' pragmatic competence in speech act, conversational implicature and politeness in junior middle school? What is the relationship between the development of pragmatic competence of students with different field cognitive styles (field independence / dependence) in these three aspects? Do students with different field cognitive styles (field independence / dependence) show significant differences in pragmatic competence in these three aspects? The results showed that there were more students who depended on cognitive style in middle school group than those in field independent cognitive style. At the same time, their overall pragmatic competence is poor, especially in the pragmatic category of conversational implicature, and there is no significant correlation between field cognitive style and the category of pragmatic competence of understanding and expressing speech acts in pragmatic competence. It has a significant correlation with the social pragmatic competence in understanding conversational implicature and politeness. There is no significant difference in speech act and conversational implicature between different field cognitive styles, but there is almost no difference in politeness response. The results show that the pragmatic competence of English learners in junior middle school is partly related to the field cognitive style, especially to the social pragmatic competence. Therefore, in junior middle school English teaching, we should fully consider and make use of learners' different field cognitive styles and improve the social and cultural input in teaching so as to promote the development of learners' pragmatic competence more effectively.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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