二语语用教学的课堂设计与实施——英语专业学生告别语个案研究  

Instruction of L2 Pragmatics:A Case Study of Teaching English Leave-takings among English Majors

作　　者：杨仙菊 慕凯 YANG Xianju;MU Kai(School of Foreign Languages,Zhejiang Gongshang University Hangzhou College of Commerce,Hangzhou 311599,China)

机构地区：[1]浙江工商大学杭州商学院外语学院,浙江杭州311599

出　　处：《浙江外国语学院学报》2020年第3期60-69,共10页Journal of Zhejiang International Studies University

基　　金：浙江省高等教育第一批“十三五”教学改革研究项目“国际视野下新商科应用型人才培养为目标的大学英语教学改革研究——以独立学院为例”(jg20180483);第九批“中国外语教育基金”项目“二语语用能力发展与英语专业课程教学优化研究”(ZGWYJYJJ2018Z08);浙江工商大学杭州商学院教改项目“基于‘教’‘学’双向共同体的英语读写一体化课堂教学改革”。

摘　　要：如何实施二语语用教学是我国英语课堂教学尚待探讨的重要课题。本研究参照《中国英语能力等级量表》中的语用能力要求,以英语会话结束语——告别语为教学内容,在浙江省某高校英语专业的综合英语课堂上进行了为期3周的教学实践,旨在探讨如何将"教/学语用"有效地融入"教/学英语"中。研究表明:借助大量的课内外语用输入、课堂显性教学、意识提升活动和丰富的语用输出活动来对告别语的语用特征进行强化教学,可以有效提升二语学习者的语用意识,充实其语用知识,提高其语用能力。本研究在一定程度上证实了在英语专业教学中同步培养英语语言能力和语用能力的可行性。The instruction of L2 pragmatics has been an issue to be explored empirically in formal English teaching.Based on the description of L2 pragmatic competence in"China’s Standards of English Language Ability",the present paper implements the instruction of conversation closing—leave-takings in L2 classroom.The pragmatic instruction was conducted in the Integrated English classes among university English majors,which lasted for three weeks,for the purpose of integrating"teaching/learning pragmatics"into"teaching/learning English".It was found that the enhanced pragmatics-oriented input,explicit instruction,consciousness-raising activities and various types of output improved learners’pragmatic awareness,increased pragmatic knowledge and facilitated pragmatic competence of leave-takings.This study suggests the feasibility of developing L2 linguistic competence and pragmatic competence simultaneously among university English majors.

关 键 词：二语语用能力 课堂教学 个案研究 英语告别语 

分 类 号：H319[语言文字—英语]