理工科学生英语语用能力发展的纵向干预研究  

A Longitudinal and Interventional Study on Interlanguage Pragmatic Competence Development

作　　者：姚霖霜[1] 樊葳葳[1] 蔡慧俭[1] 

机构地区：[1]华中科技大学外国语学院

出　　处：《高等工程教育研究》2012年第4期176-180,共5页Research in Higher Education of Engineering

基　　金：国家社科基金项目"中国大学生跨文化能力综合调查研究"(项目编号10BYY091)的支持

摘　　要：本项研究以58名理工科学生为实验对象,考察了不同的教学方法对言语行为语用能力发展的效用。这些受试接受了持续12周、每周半小时的关于13种言语行为的语用知识的明示和暗示教学。前测和后测结果的t值检验表明,在明示教学的四个测试项目上受试有着显著进步,暗示教学则未带来任何显著变化。在大多数课堂教学中未涉及的言语行为测试项目上,受试或表现退步,或困惑不解。本项研究亦表明语用能力测试问卷的信度和效度还有待提高。This research investigates efficacy of non--teaching, implicit and explicit teaching of speech acts on pragmatic competence development of 58 Chinese non--English university sophomores. A twelve-- week half-an--hour--weekly intervening treatment on thirteen speech acts was carried out. Paired t --test of pretest and posttest on a 50--item multiple choice task show that explicit teaching brings about significant learning gains on four test items. Implicit teaching fails to bring forth significant development. Non--teaching causes confusion and setbacks in most of the uncovered items. According to the survey, reliability and validity issues of the test instrument also need to be considered.

关 键 词：言语行为语用 能力 明示教学 暗示教学 

分 类 号：H319[语言文字—英语]