赋权增能理念下的抱怨言语行为口语语用教学设计  

Oral Pragmatic Teaching Design of the Complaining Speech Act Based on the Concept of Empowerment

作　　者：杨丽[1] 袁周敏[1] YANG Li;YUAN Zhoumin(School of Foreign Studies,Nanjing University of Posts and Telecommunications,Nanjing 210023,China)

机构地区：[1]南京邮电大学外国语学院,江苏南京210023

出　　处：《浙江外国语学院学报》2023年第3期25-32,共8页Journal of Zhejiang International Studies University

基　　金：江苏省教育科学“十四五”规划2021年度一般课题“学科交叉融合背景下外语类专业课程体系构建研究”(D/2021/01/57);2022年江苏高校“共建高质量的外语教育新生态”专项研究课题“外语类专业公共课一流课程建设研究”(2022WJZD012)。

摘　　要：赋权增能理念倡导“角权责统一、做学用合一、能力内生”的学习体验。在该理念的指导下,本研究聚焦教学设计,从教学目标、教学原则、教学内容和教学评价四个方面对抱怨言语行为口语语用教学进行探讨。基于赋权增能理念的抱怨言语行为口语语用教学以培养学生的语用能力、个性化实践能力和人际交往的综合能力为教学目标,坚持“角权责统一”“做学用合一”“教师为主导、学生为主体”三项教学原则,由教师和学生共同决定教学内容,以科学、多元的评价体系为保障,其为传统英语口语教学的转型提供了新的思路。The concept of empowerment advocates a“unity of role,right and responsibility”,“unity of doing,learning and using”,and“teacher-led,learner-centered”learning experience.Guided by this concept,this study focuses on the teaching design,exploring the oral pragmatic teaching of the complaining speech act from four aspects:teaching objectives,teaching principles,teaching content,and teaching evaluation.The oral pragmatic teaching of the complaining speech act based on the concept of empowerment aims at cultivating students’pragmatic ability in spoken English,personalized practical ability,and comprehensive ability of interpersonal communication.It adheres to the three instructing principles of“unity of role,right and responsibility”,“unity of doing,learning and using”,and“teacher-led,learner-centered”.The teaching content is jointly decided by teachers and students,and is guaranteed by a scientific and diversified evaluation system.We hope that this teaching design can provide inspiration for the transformation of traditional English oral pragmatic teaching.

关 键 词：赋权增能 抱怨言语行为 口语语用教学 教学设计 

分 类 号：H030[语言文字—语言学]