基于语言社会化理论的留学生汉语语用能力发展研究  

A study on CSL students' pragmatic development in China from a language socialization perspective

作　　者：应洁琼 Ying Jieqiong

机构地区：[1]浙江外国语学院应用外语学院,310012

出　　处：《语言教学与研究》2018年第5期24-33,共10页Language Teaching and Linguistic Studies

基　　金：浙江省教育厅基金项目"大学英语分级教学中合作学习模式的构建与应用研究"资助(项目编号:Y201327879)

摘　　要：本文从语言社会化理论出发,采用个案研究的方法,从请求言语行为角度,通过4次语篇补全对话测试、半结构式访谈和观察跟踪调查了6位来华女留学生在中国学习期间语用能力发展情况。为了获得分析留学生请求策略的编码方案,同时还抽取了20位中国女大学生来完成同样的语篇补全对话测试。研究结果显示,人际互动、教与学和观察模仿等社会活动直接或间接地促进了留学生语用语言能力和社会语用的发展;在自然环境中留学生对权势和社会距离等情景因素的认知发展有限,从而一定程度上影响了社会语用能力的发展。本研究建议通过语用教学来提高留学生汉语语用能力。This study conducts a case study of 6 female CSL students＇ pragmauc development during their study in China by focusing on requests through DCT test, semi-structured interview and observation from a language socialization perspective. In order to generate a coding scheme for the study, 20 Chinese college female students are selected to complete the DCT questionnaire as well. The findings indicate that： 1） social interactions, teach- ing and learning, and observation and imitation play a positive role in CSL students＇ pragma- linguistic and sociopragmatic development; 2） CSL students＇ sociopragmatic development is restrained to some extent for their limited cognition of situational variables, such as power and social distance. Explicit pragmatic instruction is suggested to develop international students＇ pragmatic competence.

关 键 词：请求 语用语言能力 社会语用能力 个案研究 

分 类 号：H195.3[语言文字—汉语]