Pragmatic Competence and English Teaching 语用能力与英语教学

《Pragmatic Competence and English Teaching 语用能力与英语教学》由会员上传分享，免费在线阅读，更多相关内容在学术论文-天天文库。

1、语用能力与英语教学PragmaticCompetenceandEnglishTeachingAbstractMoreandmoreresearchersinESL/EFLacquisitionareconvincedthatsuccessfullanguageacquisitioninvolvesnotonlylinguisticaccuracy,butalsopragmaticfluency.Tohelpsecondlanguagelearnersmasterthepragmaticusagesandenablethemtocarryonsmoothcom

2、municationwithnativespeakersisgainingitsimportance.However,despitetheabundantresearchesongrammarandlinguisticaccuracy,researchesonpragmaticcompetenceofChineseEFLlearnersandclassroompragmaticteachingstrategieshavelongbeenignoredinChina.Thispaperaimsatprovidingconcreteteachingideasto

3、thosewhoareunsureofhowtoincorporatethesepragmaticformsintotheirregularinstructionalprograms.Firstwedealtwithteacheranalysisofspeechacts,thenwecometocognitiveawarenessskills,nextthereceptive/integrativeskillsandcontrolledproductiveskills,last,wecometoafree,integratedpractice.Keyword

4、s:pragmaticcompetence;teachingstrategies;pragmaticforms摘要英语教学学者相信只有将语言准确性与语用能力相结合的教学,才能全面提升外语学习学生的沟通和交际能力。培养学生语言正确性,并且使其在跨文化交际和语用能力上也能相对提升，进而具备与英语为母语的人士顺利沟通的能力与技巧，显得越来越重要。尽管国内关于语言准确性和语法教学的研究层出不穷，关于中国学生语用能力培养和课堂语用教学的研究很少。本文旨在提供一种具体的教学思想来帮助那些不确定对如何培养语用能力模式并把其运用到日常具体的教学过程中的人。首先我们探讨的是教

5、师讲解分析言语行为；其次是认知能力训练，再次接受型训练；然后是指导型产出训练；最后是自由、综合训练。关键词：语用能力;教学策略;语用模式iContents摘要…...…………………………………………………………………….……..iAbstract…………………………………..…………………………………………iiI.Introduction………………………………………………………………………1II.TeacherAnalysisoftheSpeechAct…………………………………………….2III.PragmaticAwarenessandCompeten

6、ceTeaching…………………………....33.1CognitiveAwarenessSkills…………………………………………………..33.1.1Presentation/DiscussionTechniques…………………………………...33.1.2Student-DiscoveryProcedure………………………………………….33.2Receptive/IntegrativeSkills………………………………………………….43.2.1Teacher-GeneratedMaterial……………………………………………43.2.2

7、NaturalData……………………………………………………………43.3ControlledProductiveSkills………………………………………………....53.3.1Cloze-TypeExercise…………………………………………………...63.3.2Situation/RolePlay…………………………………………………....63.4Free,IntegratedPractice……………………………………………………10IV.Conclusion……………………………………………………………………..12Bibliograph

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