小学英语教学中学生语用能力的培养

论文摘要

长期以来英语教学以语言知识讲解为教学重点,忽视了对学生语用能力的培养。造成实际交际中语用失误频繁出现,交际时常以失败告终。针对这些问题,本文从分析语用能力的内涵及其与语言能力、交际能力的关系出发,介绍与语用能力有关的几个主要理论、原则,主要有奥斯汀(J.L.Austin)的言语行为理论、舍尔(L.R.Searle)的间接言语行为理论、格赖斯(H.P.Grice)的合作原则以及利奇(G.N.Leech)的礼貌原则。接着讨论了语用失误的内涵及其产生的几个主要原因,主要有:(1)教学因素导致语用知识缺乏。(2)学习者母语的不恰当语用迁移。(3)缺乏跨文化知识。通过对230名来自三所不同学校不同年级的学生进行英语语用能力的问卷调查显示:学生中普遍存在语用失误问题,语言能力与语用能力发展不平衡,英语教学对语用能力的培养不够。作者以此得出结论,提出传授语用知识、培养语用能力是必要的,并主张从英语学习的起始阶段——小学就开始培养语用能力。最后就存在的语用能力与语言能力失衡问题,探讨在小学英语教学中如何利用教科书及其他教学手段,传授语用学知识,培养学生的语用能力。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• Chapter Two Relevant Theories and principles on Pragmatics Competence
• 2.1 PC and the relation of PC to communicative competence and linguistic competence
• 2.2.Relevant theories and principles on Pragmatics
• 2.2.1 The Speech Act Theory
• 2.2.2 The Indirect Speech Act Theory
• 2.2.3 The Cooperative Principle
• 2.2.4 The Politeness Principle
• Chapter Three Investigation on English PC in schools and analysis of Pragmatic Failure
• 3.1.The analysis of Pragmatic Failure in communication
• 3.1.1 The definition and classification of Pragmatic Failure
• 3.1.2 The reasons of Pragmatic Failure
• 3.2 The investigation of Students' PC and analysis
• 3.2.1 The purpose of investigation
• 3.2.2 Questionnaire design
• 3.2.3 Subjects of the questionnaire
• 3.2.4 Results and analysis
• 3.2.5 Summary
• 3.3 The necessity of pragmatic knowledge teaching and PC developing
• Chapter Four Developing Primary School Pupils' PC in English Teaching
• 4.1 Raising English teachers' pragmatic awareness and establishing correct teaching concept
• 4.2 Teaching pragmatic knowledge and fostering students' PC
• 4.3 Introducing cross-cultural knowledge and cultivating students' cross-cultural communication awareness
• 4.4 Setting real context in classroom teaching and developing students' PC
• 4.5.Accurate testing and evaluation on students' PC
• Chapter Five Conclusion
• References
• Appendix
• Acknowledgements