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中国学生对英语语用套语的习得

作　者: 邹润
导　师: 吴旭东
学　校: 广东外语外贸大学
专　业: 外国语言学及应用语言学
关键词: Excuse me和Sorry 语用套语语境意识语用能力课堂教学中介语语用
分类号: H319
类　型: 硕士论文
年　份: 2005年
下　载: 251次
引　用: 0次
阅　读: 论文下载

内容摘要

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。

全文目录

ABSTRACT  7-9
LIST OF ABBRIVATIONS  9-10
LISTS OF TABLES  10-11
LIST OF FIGURES  11-12
LIST OF APPENDICES  12-14
CHAPRER 1 INTRODUCTION  14-19
  1．1 The research Orientation  14
  1．2 Rational for the Present Study  14-16
  1．3 Key Research Questions  16-17
  1．4 Contents of the Remaining Chapters  17-19
CHAPER 2 REVIEW OF THE RELATED LITERATURE  19-36
  2．1 Overview  19
  2．2 Defining Pragmatic Competence  19-21
  2．3 Relationship between Linguistic Proficiency and Pragmatic Competence  21-24
  2．4 Pragmatic Routine Formulae  24-30
    2．4．1 Defining and Identifying Pragmatic Routine Formulae  24-25
    2．4．2 Routine Formulae and L2 Learning  25-27
      2．4．2．1 Facilitative Role of Routine Formulae in L2 Learning  25-26
      2．4．2．2 Learning Mechanism and Process of Routine Formulae  26-27
    2．4．3 Inappropriate Use of Pragmatic Routine Formulae  27-30
      2．4．3．1 Noncompositional Analysis of Pragmatic Routine Formulae  28-29
      2．4．4．2 Contextual Variables Characterizing Pragmatic Formulae  29-30
  2．5 Effects of External Factors on Development of Pragmatic Competence  30-33
    2．5．1 Effects of Instruction in Pragmatics  30-31
    2．5．2 Effects of Input and Output  31-33
  2．6 Summary and Conclusions  33-36
CHAPER 3 THE STUDY  36-54
  3．1 Overview  36
  3．2 The Research Design  36-39
    3．2．1 The Nature of Design  36-38
    3．2．2 Investigative Procedures  38-39
  3．3 Participants  39-42
  3．4 Instrumentation  42-50
    3．4．1 Target Pragmatic Routine Formulae  42-46
      3．4．1．1 Generalizing Functions and Contextual Features of Excuse me vs．Sorry  43-46
    3．4．2 Test of Cultural Knowledge about English-speaking Countries (TCKEC)  46-49
      3．4．2．1 Prior Consideration  46-48
      3．4．2．2 Designing Procedures  48-49
    3．4．3 Developing Questionnaire  49-50
  3．5 Data Collection  50
  3．6 Data Analysis  50-54
    3．6．1 Analysis of Performance on DCT  51-52
    3．6．2 Data Analysis on the Reasons for the Target Expressions  52
    3．6．3 Data Analysis on Responses to the Questionnaire  52-54
CHAPER 4 THE RESULTS  54-69
  4．1 Overview  54-55
  4．2 Relationship between Linguistic Proficiency and Pragmatic Competence  55-58
  4．3 Relationship between Linguistic Proficiency and Contextual Sensitivity  58-61
  4．4 Sources of Pragmatic Knowledge and Role of Classroom Instruction  61-69
CHAPER 5 DISCUSSION AND PEDAGOGIC IMPLICATION  69-79
  5．1 Overview  69
  5．2 Summary of Major Findings  69-70
  5．3 Discussions  70-75
    5．3．1 Relationship between Linguistic Proficiency and Pragmatic Competence  70-73
    5．3．2 Interpreting Lack of Contextual Sensitivity  73-75
    5．3．3 External Learning Environment  75
  5．4 Pedagogic Implications  75-77
  5．5 Limitation and Recommendations  77-79
REFERENES  79-87
APPENDICES  87-95

中国学生对英语语用套语的习得

内容摘要

全文目录

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