【作者】 王锐；

【导师】 王丹；

【作者基本信息】 东北林业大学 ， 英语语言文学， 2007， 硕士

【摘要】 本文旨在探讨语境的动态性及其在互动英语教学中的应用。语境是语用学中研究的重要概念，它对话语意义的理解和表达起着极其重要的作用。长期以来，出于不同的兴趣，人们从不同方面进行了研究。传统语境观认为，语境先于交际过程静态地存在于人们的思想中，人们在交际中只能被动的根据话语选择语境因素从而达到对话语的理解，而不能主动地构建语境。随着对语境研究的深入，越来越多的语言学家把目光集中到了对语境动态性的研究。动态的语境观认为语境是在交际过程中生成的产物，语言使用者能够在交际中主动地构建语境来表达和理解语言的意义。本文以Jef Verschueren的顺应论为理论基础探讨了语境的动态性，在此基础上提出了语境构建和言语交际是一种“宏观互动”这一观点，并将这种观点应用于互动英语教学中。在我国的英语教学中，尽管关于英语语言自身的知识受到极大重视，把英语用于交际却被忽视了。在重视词汇和语法的教学方式下培养出来的学生不能把已学到的知识用于交际。因此，在英语教学中，应该强调语境的重要性。互动教学方式已被国内外证明是一种先进科学的教学方式。“互动是两个或更多的人相互交流思想感情，传递信息并对双方都产生影响的过程”(Brown，2001：42)。国内外许多学者从不同角度对互动的重要性及其教育意义进行了理论研究。然而在我国英语课堂教学实践中，缺乏互动仍然是一个普遍存在的现象。因此，本文拟在动态语境理论框架下将动态语境观点引入互动英语教学中，就如何在交际中构建语境，而变化了的语境又如何影响了交际的进一步发展进行了深入的探讨，并在此基础上进行了相关的实证研究，从而得出动态语境在外语教学方面的影响及相关的互动教学策略。本文共分为七部分。第一部分为引言，阐明了本文的研究背景及研究内容。第二部分进行了理论回顾，其中包括静态语境和动态语境观等。第三部分介绍了本文的理论框架一顺应论，它是支持语境动态研究的重要理论之一。同时还介绍了互动英语教学，对动态语境和互动英语教学有了全面的认识之后，提出了将两者结合的构想。第四部分深入探讨了言语交际中如何构建和改变语境及交际中如何传递相互知识。本文提出直接和间接的传递方式，将重点放在间接方式的讨论上，并结合具体实例着重探讨了诸如巧妙地使用话语特征或会话含义等构建语境的间接方式。第五部分是对上一部分所探讨的问题进行的实证研究。包括：决策目的，确定受试对象，设计调查问卷，分析测试结果等。第六部分论述了从以上理论及实证研究中得到的教学启示，并提出了相应的互动教学建议。第七部分综述本文的研究，得出结论。本文以Jef Verschueren的顺应论为动态语境的理论基础，提出的动态语境的构建与言语交际之间的“宏观互动”对于互动英语教学有很大的促进作用。更多还原

【Abstract】 This thesis aims at studying the dynamics of context and its applications in interactive English teaching. Context is the most important notion in pragmatic study. It contributes a lot to the interpretation and production of meaning. For a long time, researchers have initiated studies from different perspectives out of various interests. The traditional study of context was static and could not explain the dynamic process of communication. With the introduction of the"dynamic"concept, more importance is gradually attached to the research on"dynamic context", which regards context as the product of a communicative process during which participants can actively construct context for production and interpretation.On the basis of Jef Verschueren’s Theory of Adaptation, the thesis discusses the dynamic properties of context, and proposes that there exists a kind of"macro-interaction"between context construction and verbal communication. This pattern of"macro-interaction"is integrated into the interactive English teaching. In China, currently English teaching emphasizes on the knowledge about the English language itself rather than using the language for communicative purposes. This situation results in the emphasis on the grammar points and vocabulary, and students cannot use what they have learned to communicate. Thus, the importance of context should be stressed in the teaching process. Language should be taught in context.The advantages of interactive teaching have been proved to be true in China and abroad."Interaction is the collaborative exchange of thoughts, feelings or ideas between two or more people resulting in a reciprocal effect on each other"(Brown, 2001:42). A lot of foreign researchers, from different angles, have made some theoretic researches on the importance of implementing interaction and its pedagogic significance. But in the practice of English language teaching, lack of interaction is a common thing. Thus, an investigation of integrating dynamic context into interactive English teaching will be made and how the context is constructed and how the changed context influences the developing direction of daily communication will be thoroughly analyzed. And a relative empirical study is conducted. Some influences of dynamic context on language teaching and some interactive implications in pedagogy will be presented.The present thesis is composed of seven parts.Part one serves as an introduction, aiming at stating the background and main contents of the thesis.Part two makes a detailed review of context, including static context and dynamic context, etc..Part three elaborates the Theory of Adaptability, which is one of the most important theories of dynamic context. Meanwhile, the interactive English teaching is introduced. Then, a new perspective looking into the connection between dynamic context and interactive teaching is presented.Part four makes a detailed discussion on how context is constructed and changed in verbal communication and how the mutual knowledge is transmitted. Two means of transmitting method are presented. The indirect means will be mainly discussed.Part five is the experimental study based on the questions discussed in previous parts, which includes purpose, experimental hypothesis, methodology, results and data analysis, etc..Part six centers on some pedagogical implications and feasible suggestions in interactive English teaching according to the theoretical study and survey study.Part seven functions as the conclusion of the whole thesis. On the basis of the properties of dynamic context, the"macro-interaction"between context construction and verbal communication plays an important role in improving interaction in English teaching.更多还原