【作者】 张敏；

【导师】 戴志军；

【作者基本信息】 云南师范大学 ， 外国语言学及应用语言学， 2014， 硕士

【摘要】 影响学生语用能力因素的研究在国外已有很多。研究表明很多因素能够影响语用能力，如语言水平、社会文化因素、使用目标语的时间、教与学的环境、学习者个人因素（动机、态度、性格等）。就我国外语教学而言，由于学生难以接触真实的语言环境，英语课堂成为学生接触、练习英语的主要场所。这就意味着英语教师和学生的语用能力培养有着直接的关系。一个不争的事实是，教师们更多地关注学生语言能力的训练，忽略了学习者语用能力的培养。学生无法在真正的交流环境中达到交流的目的。在英语教学中，教师言语是一种组织课堂活动的工具、指导学生学习行为的手段，以及语言输入的载体。此外，学生语用能力及教师言语方面已经有了很多研究，但是如何把语用能力运用到教学中，学生语用能力和教师言语的关系如何的研究却是寥寥无几。本研究从教师言语行为与学生语用能力关系的角度探讨学生的语用能力问题。为了研究深入和研究结论的可信性，本研究主要探讨学生的语言语用能力，而不涉及包括社会文化等因素的社会语用能力。论文首先阐述了奥斯汀和塞尔的言语行为理论、语用能力理论和面子理论，确立了本研究的理论框架，然后分析了教师言语行为和学生语用能力之间的关系，最后提出了一些能提升学生语用能力的建议。为了清楚地了解这些问题，作者做了如下研究：首先在英语课堂上对教师言语进行录音并对录音内容按照如下几类进行分析：问候语、指令语、提问、陈述、评价和间接言语，计算出各类言语大体所占比例。其次，通过测试卷测试学生的语用能力。最后，通过问卷调查教师对语用能力教学的态度及对言语行为理论的熟知程度。研究发现：（1）教师课堂各种言语行为的分布同学生的各种语言语用能力之间存在着正关联。（2）教师们关于培养学生语言语用能力的意识需要加强。（3）教师课堂上间接言语行为的使用与学生的间接言语行为能力之间存在关联。学生间接言语语用能力很弱。基于以上研究结果，本文强调教师应该将言语行为理论运用到教学中，有必要培养和提升学生语用能力。教师还需要从问候语、指令语、提问语、陈述语、评价语以及间接言语方面丰富他们的言语内容及结构。此外，教师需要不断地积累教学经验并且尝试着丰富言语内容去吸引学生的学习兴趣从而提升学生的语用能力。更多还原

【Abstract】 Much research has been done abroad on factors affecting the development ofstudents’ pragmatic competence. The studies suggest that many factors can affectstudents’ pragmatic competence, for example, language ability, social and culturalfactors, the time of using the target language, the environment of teaching andlearning, and learners’ personal factors (e.g. motivation, attitude, and personality).As for foreign language teaching in our country, it is an established fact thatteachers pay much attention to the training of students’ linguistic skills, but pay toolittle attention to or even ignore the development of students’ pragmatic competence.The result is that students can not achieve their communicative purpose in realcommunication. In English teaching classroom, teachers’ speech act is a tool oforganizing class activities, a significant means of controlling students’ learningbehavior, and the carrier of language input. What’s more, there are many studies ofstudents’ pragmatic competence and teachers’ speech act, but how to apply pragmaticstudy into teaching, and the study of relationship between students’ pragmatic andteachers’ speech are scarce.This research intends to make an investigation into students’ pragmaticcompetence from the perspective of the correlation between teachers’ classroomspeech act and students’ pragmatic competence. To make a deep and valid study,this thesis will mainly be concerned with pragmalinguistic competence and excludefrom its focus sociopragmatic competence, which include social and cultural factors.The paper first illustrates the theoretic constructs in Austin and Searle’s speech acttheory, pragmatic competence theories and face theory, thus establishing the relevanttheoretic framework necessary for the research. Then the researcher analyzes thecorrelation between teachers’ classroom speech act and students’ pragmalinguisticcompetence. Finally suggestions are provided for teachers to improve students’pragmalinguistic competence.Three research procedures are carried out in the study. Firstly, two English teachers’ classroom speech acts are recorded and analyzed, which are classified intogreeting, directive, asking questions, representative, estimate in order to know theirrespective percentage of distribution in the teachers’ total classroom speechperformance. The two teachers’ indirect classroom speech acts are also analyzed.Then, a questionnaire with questions related to the above five-group classification aswell as indirect speech act is given to students to test their pragmalinguisticcompetence and to find the correlation between teachers’ classroom speech act andstudents’ pragmalinguistic competence. Lastly, a questionnaire is presented to someteachers to find out their attitudes towards pragmatic competence teaching.The findings of the study are as follows:(1)Teachers’ classroom speech act has a positive correlation with students’pragmalinguistic competence.(2)Middle school English teachers’ awareness of cultivating students’pragmalinguistic competence needs to be improved.(3) Middle school English teachers’ classroom indirect speech act has a positivecorrelation with students’ indirect pragmalinguis competence. On average, studentshave poor pragmalinguistic competence in terms of indirect speech act.Based on the findings, the paper lays stress on the application of speech acttheory to English teaching, and the necessity of enhancing students’ pragmalinguisticcompetence. Meanwhile, teachers should enrich their classroom speech content andstructure from the perspectives of greeting, directive, asking questions, representative,estimate and indirect speech. Teachers should accumulate teaching experience toattract students’ interest to achieve the final goal of improving students’pragmalinguistic competence.更多还原