【作者】 陈丽；

【导师】 陈治安；

【作者基本信息】 西南大学 ， 英语语言文学， 2009， 硕士

【摘要】 语用能力和语法能力的关系是语际语用学领域一个有争议性的问题。国外一些学者做过相关研究,但国内关于这方面的研究仍然很少,而且研究者多集中研究学习者对一些固定习语的识别能力而不是某一具体言语行为的产出能力。这篇论文旨在以中国英语学习者的拒绝言语行为为例,探讨一下语言能力和语用能力的发展会具有什么相关性。湖北一所中学的47名高二学生和西南大学英语专业的60名大二学生参加了实验。作者通过两个问卷来收集数据:一个是有12个拒绝情景的DCT,另一个是要求学生圈出语用知识来源的一个问卷。参加者拒绝言语行为的语用能力从两个方面来进行分析:语用语言能力和社会语用能力;同时,作者也调查了学习者拒绝言语行为语用知识的来源和课堂指导的作用。结果显示大二学生在拒绝言语行为的语用语言能力上比高二学生做的好。然而两组受试在社会语用能力的发展上都还存在问题,尽管大二学生做得稍微好点。数据也显示中国英语学习者获取语用知识的途径比较多,比如课本、英语课堂、英语老师、电视、电影、课外阅读、网络、报纸和外国朋友。课堂指导在语用知识的习得中也起很重要的作用。最后作者提出了一个在课堂培养语用能力的一个模式。更多还原

【Abstract】 The correlation between pragmatic competence and linguistic competence is a controversial issue in the field of interlanguage pragmatics(ILP) and has drawn great academic attention in foreign countries,whereas in China,only a small number of scholars have made investigations into their relationship.Moreover,most of them have concentrated on learners’ perception ability of some routine expressions rather than the production of a specific speech act.This thesis aims at exploring how Chinese English learners’ linguistic competence correlates with the development of their pragmatic knowledge,taking their performance of the speech act of refusal as an instance.47 second-year students from a senior high school in Hubei Province and 60 sophomores majoring in English from Southwest University participated in the study.The data for this study was elicited through two questionnaires, one discourse completion test(DCT) consisting 12 refusal items,and the other questionnaire requiring students to circle the sources of pragmatic knowledge.The participants’ pragmatic competence of the speech act of refusal was compared from two perspectives,namely,pragmalinguistic competence and sociopragmatic competence. Meanwhile,the sources about the pragmatic knowledge of refusal and the role of classroom instruction were also investigated.The results suggest that sophomores have a higher level of pragmalinguistic competence in the speech act of refusal than the high school students.However,the two groups of participants still have some difficulty in reaching the sociopragmatic competence of natives though sophomores make a little bigger progress.The data also reveals that Chinese English learners usually acquire the pragmatic knowledge from the textbook,English class,English teacher,TV,movie,reading outside classroom,their own experience,intemet,broadcast,newspaper or foreign friends.Classroom instruction plays a very important role in learning the knowledge.Finally,a model for teaching pragmatic competence in the classroom is presented.更多还原