An Exploration on Second Language Pragmatic Development in College EFL Teaching

【作者】 王砚；

【导师】 张锦帆；

【作者基本信息】 电子科技大学 ， 外国语言学与应用语言学， 2006， 硕士

【摘要】 在第二语言习得研究领域,语言学习者的语言被看作是一种语际语言。它既不是学习者的母语,也不是目标语,而是一种学习者在习得目标语的过程中逐步发展,接近目标语的过渡语言。语际语用研究是第二语言习得研究中一个相对新的领域。语用能力是指恰当、得体地使用所学语言的能力,是交际能力的重要组成部分。能否提高学生的语用能力,直接影响到学生交际能力的水平。在二语研究的领域类,语用学一般称为语际语用学.依此类推还有语际语法学,语际语音学,和语际词汇学。对于语用能力发展的研究是语际语语用学(Interlanguage Pragmatics)的主要任务之一。语际语语用学,是跨语用学及二语习得研究的交叉性学科,专门研究非母语使用者语际语言(interlanguage)的语用现象和特征,以及这些现象和特征的形成和发展规律,因此又可划分为静态语际语语用学和动态语际语语用学。了解和掌握其相关理论及特点,对提高学生的正确理解及应用语言的能力有很大的益处。国外很多学者对语际语用学进行了研究,这些学者对语用能力及其培养进行了非常有意义的探索,但他们的这些研究大多以英语作为第二语言环境为背景,几乎没有针对在外语教学中培养语用能力这一课题开展研究;而且,迄今为止,对如何把培养语用能力融入中国外语教学实践,也未有丰富的实证研究成果。培养语用能力的有效途径还需要通过教学实践来探索和检验。外语教学的最终目的是使用该语言进行交流。然而,学习者能否进行有效的交流不仅仅取决于他的语法能力,更取决于他的语用能力即非母语者在不同情景中正确使用该语言进行交流的能力。本文旨在通过调查来研究在外语环境中的中国大学英语学习者的语用能力。此次调查显示中国大学生的语用能力还比较差,学习者在社会语用和语言语用两方面均存在问题。调查也表明明确地讲授目的语的语用规则有利于学习者的语用发展,说明了语用知识应该加以讲授。此外,同时结果也证实了第二章的主张,即语用能力并不与语言能力正相关,语法能力不是语用发展的充分条件。所以大学英语教学应该提高对学生的语用能力培养的重视,进行适当的教学改革,例如英语语用能力由语用语言能力和社交语用能力两部分组成,那么语言更多还原

【Abstract】 In the field of second language acquisition (SLA) research, the language learners’language (i.e., interlanguage) has been the research object of applied linguistics. The development of language learners’interlanguage is a complex process. The research on interlanguage is relatively new in second language acquisition research.Pragmatic competence refers to the ability to use a target language in a tacit and appropriate way, which is an essential component of communicative competence. Successful cultivation of foreign language learners’communicative competence, therefore, depends on whether it could effectively bring about learners’development of pragmatic competence.As a domain within second language studies, pragmatics is usually referred to as interlanguage pragmatics, by analogy with interlanguage grammar, interlanguage phonology, and the interlanguage lexicon. This thesis is about interlanguage pragmatic competence.Study on pragmatic development constitutes one of the concerns of interlanguage pragmatics (IP), a disciplinary branch across pragmatics and second language acquisition. In addition to pragmatic development, which is dynamic in nature, another objective of the subject is to describe pragmatic characteristics of nonnative speakers’language, which is of static nature. In fact, much research of IP to date belongs to static IP study. Understanding and grasping its theory and characteristics is beneficial to enhance students’ability to understand and use foreign language.Many researchers abroad probe into topics of interlanguage pragmatics, among which is the issue of pragmatic competence and its development. Most of the researches are conducted in ESL setting; there are few researches conducted in EFL setting. Up till now, there is a little achievement in the research into integrating the development of pragmatic competence with EFL classroom instruction.This thesis attempts to investigate the pragmatic competence of Chinese college English learners by conducting a survey. It deals with the investigation at two different levels. Though not a longitudinal study, the results can be interpreted as a proxy for更多还原