中国学生对英语语用套语的习得 ——语言水平与语用能力关系

论文摘要

本文以语用套语为中介对代表初级、中低级、中高级和高级英语水平的四组受试的语用能力进行了测试,并描述了受试的语境意识的强弱。调查的目的套语为Excuse me和Sorry及其相关语境知识。调查发现:学习者的语用能力与语境意识并未随着他们的语言水平的提高而提高。最后作者从目的语用套语的性质、课堂语用教学和学习环境等方面对调查结果的可能原因进行了探讨。

论文目录

• ABSTRACT
• LIST OF ABBRIVATIONS
• LISTS OF TABLES
• LIST OF FIGURES
• LIST OF APPENDICES
• CHAPRER 1 INTRODUCTION
• 1.1 The research Orientation
• 1.2 Rational for the Present Study
• 1.3 Key Research Questions
• 1.4 Contents of the Remaining Chapters
• CHAPER 2 REVIEW OF THE RELATED LITERATURE
• 2.1 Overview
• 2.2 Defining Pragmatic Competence
• 2.3 Relationship between Linguistic Proficiency and Pragmatic Competence
• 2.4 Pragmatic Routine Formulae
• 2.4.1 Defining and Identifying Pragmatic Routine Formulae
• 2.4.2 Routine Formulae and L2 Learning
• 2.4.2.1 Facilitative Role of Routine Formulae in L2 Learning
• 2.4.2.2 Learning Mechanism and Process of Routine Formulae
• 2.4.3 Inappropriate Use of Pragmatic Routine Formulae
• 2.4.3.1 Noncompositional Analysis of Pragmatic Routine Formulae
• 2.4.4.2 Contextual Variables Characterizing Pragmatic Formulae
• 2.5 Effects of External Factors on Development of Pragmatic Competence
• 2.5.1 Effects of Instruction in Pragmatics
• 2.5.2 Effects of Input and Output
• 2.6 Summary and Conclusions
• CHAPER 3 THE STUDY
• 3.1 Overview
• 3.2 The Research Design
• 3.2.1 The Nature of Design
• 3.2.2 Investigative Procedures
• 3.3 Participants
• 3.4 Instrumentation
• 3.4.1 Target Pragmatic Routine Formulae
• 3.4.1.1 Generalizing Functions and Contextual Features of Excuse me vs．Sorry
• 3.4.2 Test of Cultural Knowledge about English-speaking Countries （TCKEC）
• 3.4.2.1 Prior Consideration
• 3.4.2.2 Designing Procedures
• 3.4.3 Developing Questionnaire
• 3.5 Data Collection
• 3.6 Data Analysis
• 3.6.1 Analysis of Performance on DCT
• 3.6.2 Data Analysis on the Reasons for the Target Expressions
• 3.6.3 Data Analysis on Responses to the Questionnaire
• CHAPER 4 THE RESULTS
• 4.1 Overview
• 4.2 Relationship between Linguistic Proficiency and Pragmatic Competence
• 4.3 Relationship between Linguistic Proficiency and Contextual Sensitivity
• 4.4 Sources of Pragmatic Knowledge and Role of Classroom Instruction
• CHAPER 5 DISCUSSION AND PEDAGOGIC IMPLICATION
• 5.1 Overview
• 5.2 Summary of Major Findings
• 5.3 Discussions
• 5.3.1 Relationship between Linguistic Proficiency and Pragmatic Competence
• 5.3.2 Interpreting Lack of Contextual Sensitivity
• 5.3.3 External Learning Environment
• 5.4 Pedagogic Implications
• 5.5 Limitation and Recommendations
• REFERENES
• APPENDICES