【作者】 张娟；

【导师】 李颜伟；

【作者基本信息】 天津大学 ， 外国语言学及应用语言学， 2012， 硕士

【摘要】 语际语用学是介于语用学和二语习得之间的交叉学科，主要研究外语学习者对目的语的理解、目的语言语行为的实施，以及外语语用知识习得。其理论基础主要来自于语用学和二语习得。语用学中的言语行为表达、礼貌原则理解和语用失误受到广泛关注，并被列为语际语用学的研究领域。语际语用学的二语习得理论基础主要是输入理论和注意假设理论，前者强调真实输入对外语学习者的重要性；后者强调语言学习者关注输入语料特征的必要性。语际语用学的发展使研究者注意到发展外语学习者语用能力的必要性和重要性。传统外语教学主要以教授语言形式为主，而对学生的语用能力发展并未给予足够重视。从上世纪80年代开始，语言教学的重心由词汇和语法学习转移到语言运用的学习中。已有研究表明语用教学在实际课堂中的可行性，但仍未引起外语教师重视。当前，外语教学的大纲和教科书中融入了大量语用素材，有的教材已将语用作为编写原则。中国缺乏一个学习英语的真实语境，因此教科书仍作为主要的教学材料。在此情况下，如何以教科书为辅进行课堂语用教学需要进一步研究。本文以言语行为理论、礼貌原则和语用失误为理论依据，以《现代大学英语听力1》为样本，探讨如何将语用学的言语行为理论、礼貌原则和语用失误应用于听力教学，并将结合显性教学措施进行教学探索。本文通过分析四个实例说明如何利用教材中的语料进行语用教学。实例1和实例2说明如何将言语行为理论与礼貌原则应用于听力教学。实例3和实例4说明如何利用听力练习提高学生对语用失误的认识。文中还对语用教学中教师角色、语用教学方法及听力教材编写提出了建议。更多还原

【Abstract】 Interlanguage pragmatics is an interdiscipline between pragmatics and second languageacquisition, which studies how the foreign language learners understand and carry outlinguistic actions in a target language, and how they acquire L2pragmatic knowledge. Thetheoretical framework of interlanguage pragmatics is based on pragmatics and secondlanguage acquisition. Speech Act Theory (SAT) and Politeness Principle(PP) are the twowidely discussed theories in studying pragmatic teaching or pragmatic acquisition. Theoriesfrom L2acquisition are the Input hypothesis and the Noticing hypothesis. The formeremphasizes the importance of authentic input for language learners and the latter illustratesthe necessity of learners‘awareness of the features of input. The development ofinterlanguage pragmatics brings the researchers the awareness of the necessity andsignificance of developing the learners‘pragmatic competence.Traditional foreign language teaching mainly focuses on the instruction of linguisticforms, yet neglects the developing of students‘pragmatic competence. The shift in languageteaching began in1980s in China, with transition away from the acquisition of vocabulary&grammar and instead, a focus on the use of language in particular situations. Though it hasbeen proved that it is feasible to teach pragmatics in classroom, pragmatic teaching has notgained enough attention from both the English teachers and language learners. Nowadays,many foreign language teaching curriculum and textbooks in recent years include strongpragmatic components or even adopt a pragmatic approach as their organizing principle.China is lack of the real contextual environment for learning English, so the textbook is stillthe main teaching material. Under this circumstance, how to teach pragmatics in classroomwith the help of textbooks still needs further research.With Speech Act Theory, Politeness Principle and Pragmatic failure as the theoreticalbasis, this thesis is intended to use Contemporary College English Listening Book1as asample to explore and expound the possibility of pragmatic teaching in listening class with atextbook. By analyzing four instances, this thesis demonstrates how to use the languagecorpus in the textbook to conduct pragmatic teaching. Instance1and instance2illustrate the application of Speech Act Theory and Politeness Principle to listening teaching. Instance3and instance4describe how to use the listening material to enhance the students‘understanding of pragmatic failures. This thesis also proposes the suggestions for pragmaticteaching, including teacher‘s role, cultural teaching and listening material compiling.更多还原