中国外语教学语境下语用能力可教性的实证研究  

The Instructional Effects of Teachability of Pragmatic Competence in Chinese EFLContext

作　　者：段玲琍[1] 

机构地区：[1]四川外语学院英语语言文化系,重庆400031

出　　处：《天津外国语学院学报》2009年第4期67-74,共8页Journal Of Tianjin Foreign Studies University

摘　　要：对中国学生语用能力培养的准实验定量研究。目的是为了检验语用能力在中国外语教学中的可教性。62人参加了本实验,33人为明示教学组,29人为暗示教学组,教学目标是四种英语拒绝类型:拒绝邀请、建议、提供和请求。实施了前测、后测和延迟后测,话语补全任务测试是测量工具。t检验和效果量的计算为定量数据的统计方法。结果表明,中国学生接受了英语拒绝策略训练后学会了恰当的英语拒绝方式;明示教学好于暗示教学;学习者在学习英语拒绝策略后三个月仍然能记住所有策略。结果证明在中国外语教学语境下,语用能力具有可教性。The present study is a quasi - experiment study with a quantitative approach. The purpose of the study is to testify the teachability of pragmatic competence in Chinese EFL context. 62 participants from two intact groups participate in the study,32 are in explicit group and 29 in implicit group. The teaching targets are four types of refusals to invitations, suggestions, offers and requests. Pretest, pesttest and delayed posttest are used to obtain the scores, and the instruments for the tests are written DCT. T - test and effect size were used for analyzing the data. The results show that the participants learn how to refuse appropriately in English after the explicit and implicit instruction. The explicit instruction is better than the implicit instruction for teaching English refusals. The participants can retain appropriate uses of English refusals patterns after three months. The study demonstrates that pragmatic competence in Chinese EFL context is teachable.

关 键 词：明示教学 暗示教学 语用能力 可教性 

分 类 号：H319.3[语言文字—英语]