教学导引对英语学习者的社交语用能力发展的影响  

Effects of instruction on the development of EFL learners' sociopragmatic competence

作　　者：李清平[1] 

机构地区：[1]中南大学,410083

出　　处：《现代外语》2009年第4期399-407,共9页Modern Foreign Languages

摘　　要：本研究是一项准实验研究,在青少年英语初学者中进行,考察教学导引(instruction)如何影响社交语用能力的发展,目标特征为英语请求语,采用前-后测设计。教学处理分为显性教学、视觉强化、和输入输出活动。回顾性访谈结果显示,显性教学最有利于学习者语用决策的外显,但笔头DCT结果显示显性教学和输入输出活动都有利于社交语用能力的发展,因为这两个学习环境中的学习者在不同情景中的请求策略分布更趋合理,而视觉强化在这一方面似乎不是很有效。这一结果一方面表明教学导引在外语环境中有利于社交语用能力的发展,同时也说明,在青少年初学者中,并不是任何导引手段都适用于同一语用特征的教学。This quasi-experimental study among the adolescent beginners following a pretest-posttest design investigated the effects of instruction on the development of EFL learners' sociopragmatic competence in English requests.Treatments included explicit instruction,visual enhancement,and input-output activities.Results from a retrospective interview show that explicit instruction was most effective in making learners' pragmatic decision explicit.But written DCT results show that both explicit instruction and input-output activities facilitated these learners' development of sociopragmatic competence as revealed in their request strategy distribution in a variety of situations.Visual enhancement seemed to be less effective in this respect.These results confirmed the effectiveness of instruction in EFL learners' sociopragmatic development,and pointed to the fact that not all procedures are equally effective in teaching the same type of pragmatic features among adolescent beginners.

关 键 词：教学导引 社交语用能力 发展 

分 类 号：H319[语言文字—英语]