大学英语语用能力的教学与评估  

Assessing English Pragmatics for Chinese EFL Learners

作　　者：刘建达[1] 

机构地区：[1]广东外语外贸大学外国语言学及应用语言学研究中心,广东广州510420

出　　处：《山东外语教学》2013年第6期49-55,共7页Shandong Foreign Language Teaching

基　　金：国家社科基金项目"外国留学生语用能力测试研究"(项目编号:12BYY060)的部分成果

摘　　要：随着我国大学英语教学强调学生交际能力的培养,语用能力的研究越来越受到重视。语用能力指外语学习者所掌握的语用系统知识和恰当使用语用系统的知识,包括言外行为能力和社会语言学能力。目前,国内外有关外语语用知识教学的研究日益增多,但对如何去测试和评估学生的语用能力的研究还非常少。本文首先介绍什么是语用能力;接着回顾了迄今国内外对语用能力教学的研究;其次,介绍目前语用能力测试研究的现状;最后,从形成性评估这个角度针对语用能力测试和评估的实施方法做详细阐述,主要包括如何实施形成性评估、如何运用现代技术等。As communicative language ability becomes part of the teaching in College E knowledge teaching is attracting more and more attention from teachers and researchers. nglish in China, pragmatic Pragmatic ability refers to the knowledge of a pragmatic system and knowledge of its appropriate use, including illocutionary force and socio- linguistic ability. So far, more research studies on teaching pragmatics were reported, but those on testing and as- sessing interlanguage pragmatic ability were seldom seen. This article first introduces the definition of pragmatic a- bility, then reviews relevant studies conducted inside and outside China. It is followed by an introduction to the research on assessing interlanguage pragmatics and concludes with suggestions on the integration of formative assessment.

关 键 词：语用能力 形成性评估 语用测试 

分 类 号：H319[语言文字—英语]