关于中国英语学习者实施请求言语行为语际语用能力调查研究

论文摘要

本文试图对中国英语学习者在学习英语过程中形成的中介语语用能力进行深入系统的研究,考察他们语际语语用能力发展过程中出现的规律性特征和现象,揭示其语际语语用能力发展规律,并且试图发现可能影响他们语用能力发展和导致语用失误的因素。鉴于以上原因,我们选择日常生活中十分普遍的“请求”言语行为为切入点,以中国英语学习者即上海金融学院非英语专业大二年级本科生为研究对象,考察他们如何实施“请求”言语行为。本文作者主要通过对实验对象进行调查问卷的方式,收集相当数量的学习者控制性语言输出资料,然后对其进行定性和定量分析,目的在于发现中国英语学习者在实施请求言语行为时所表现的问题及特征,重点在于探讨中国英语学习者使用的请求言语行为序列和实施请求行为时所选择的策略,探讨与本族语者存在差异的原因和导致的语用失误,从而了解中国学生英语请求言语行为习得规律,并从而试图揭示第二语言学习者的中介语语用能力的发展规律,为实际教学中促进学生语际语语用能力的进一步提高得出相应的启示。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter 1 Introduction
• 1.1 Research background
• 1.2 Research purpose
• 1.3 Structure of the thesis
• Chapter 2 Review of Relevant Literature
• 2.1 Interlanguage pragmatics （ILP）
• 2.1.1 Definition of interlanguage and interlanguage pragmatics
• 2.1.2 Scope and domains of ILP
• 2.1.3 Methodological issues in ILP research
• 2.2 Theories underlying ILP research
• 2.2.1 Speech act theory
• 2.2.2 Politeness theory
• 2.2.3 Pragmatic competence
• 2.2.3.1 Definition
• 2.2.3.2 Development and assessment
• 2.3 Prior studies on the speech act of request
• 2.3.1 Definition of the speech act of request
• 2.3.2 Sequence of the speech act of request
• 2.3.3 Classification of request strategies
• 2.3.4 Summary
• Chapter 3 Description of the Investigation
• 3.1 Research questions
• 3.2 Research methodology
• 3.2.1 Participants
• 3.2.2 Instrument
• 3.2.3 Data collection
• 3.2.3.1 Procedure of data collection
• 3.2.3.2 Categorization of data
• 3.2.3.3 Analysis procedure
• Chapter 4 Results of the Investigation
• 4.1 Chinese EFL learners’sequence of the speech act of request
• 4.1.1 Alerter
• 4.1.2 Supportive moves
• 4.1.3 Head act
• 4.2 Distribution of Chinese EFL learners’request strategies
• 4.2.1 Direct requests
• 4.2.2 Conventionally indirect requests
• 4.2.3 Non-conventionally indirect requests
• Chapter 5 Discussion of the Results
• 5.1 Factors affecting learners’sequence of the speech act of request
• 5.2 Factors determining learners’choice of request strategies
• 5.2.1 Social factors determining learners’choice of request strategies
• 5.2.2 Factors Specific for learners in their choice of request strategies
• 5.2.2.1 Direct strategies
• 5.2.2.2 Indirect strategies
• 5.3 Learners’pragmatic competence and development
• Chapter 6 Conclusion
• 6.1 Summary of the study
• 6.2 Pedagogical implications
• 6.3 Suggestions for further studies
• Appendix
• Bibliography