中国大学生英语课堂语用知识输入与语用能力发展关系研究  

The Effect of Pragmatic Input in the Classroom on the Development of Pragmatic Competence: An Empirical Study on Chinese Tertiary-level Learners of English

作　　者：肖雁[1] 李民[1] 

机构地区：[1]江苏大学外国语学院,江苏镇江212013

出　　处：《山东外语教学》2016年第4期49-55,共7页Shandong Foreign Language Teaching

基　　金：教育部人文社科项目"基于学术语篇语料库的中国英语学习者语用能力研究"(项目编号:12YJC740047);江苏省社会科学项目"英语学术语用能力研究"(项目编号:11YYC012)的阶段性成果

摘　　要：培养学生的语用能力是外语教学的核心目标之一,也是外语研究的主要议题;但现有研究大多孤立讨论二语学习者的语用能力水平,很少从语用知识输入的角度对语用能力发展的多元性进行分析。鉴于此,本文以英语专业与非英语专业大学生为受试,通过封闭式和开放式调查问卷相结合的方法,调查了中国大学生的课堂语用知识输入与语用能力水平之间的关系。结果显示:(1)中国大学生课堂中的语用知识输入不足,语用语言知识尤其匮乏,导致其语用能力总体水平不高,且语用语言能力显著低于其社交语用能力;(2)英语专业学生课堂中的语用语言知识、社交语用知识的输入均高于非英语专业学生,所以前者的总体语用能力、语用语言能力和社交语用能力均高于后者。Pragmatic Competence is not only a key teaching objective but also a major research issue in SLA. To date, few studies have discussed the relationship between pragmatic input and the development of pragmatic competence. Taking this into consideration, the present study, by implementing a mixed questionnaire, explores the effect of pragmatic input on the development of pragmatic competence. Re- sults show that Chinese tertiary-level learners of English received little pragmatic input in class, and thus their pragmatic competence is rather low, with their pragmalinguistic competence significantly lower than their sociolinguistic competence; and English majors received more pragmatic input than non-English ma- jors, and thus their pragmatic competence, pragmalinguistic competence and sociolinguistic competence are all higher than those of non-English majors.

关 键 词：语用能力 语用语言能力 社交语用能力 语用知识输入 

分 类 号：H319[语言文字—英语]