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1、硕士学位论文Chapter1Introduction1.1ResearchOrientationandGeneralResearchQuestionsPreviousresearchonChineseEFLlearners’pragmaticcompetenceconfirmsthatL2learnersoftendevelopgrammaticalcompetenceintheabsenceofcorrespondingdevelopmentofpragmaticcompetenceandthatdisparityexistsbetweenChineseEFLl
2、earners’andnativeEnglishspeakers’pragmaticcompetence(HongGang[1],1991;YiLixing,[2]1999;WuYinqi&ZhengGuohua[3],2006;LiuJianda[4],2006).Specificforthosefocusingonthespeechactofrequest,areviewofresearchliteratureshowsthat,first,notmanystudiesportraytherelationbetweenpragmaticcompetencean
3、dawarenessoftheinput;second,methodologically,themeasureofpragmaticcompetenceismainlybymeansofmultiple-choicetest(MCT),whichmayreducethevalidityandreliabilityoftheresult.ThepurposeofthisstudyistoexploreChineseEFLlearners’pragmalinguisticcompetenceandtheextenttowhichtheircompetenceisrel
4、atedtoawarenessofL2input.ThecentralconcernistoexaminethelinguisticrealizationofthespeechactofrequestsandtowhatextentChineseEFLlearnersnoticethepragmalinguisticfeaturesintheimplicitinput.Thekeyresearchquestionstobeaddressedinthepresentstudyare:1.TowhatextentdoChineseEFLlearnersnoticepr
5、agmalinguisticfeaturesofrequestheadactsindiscourses?2.WhatisthelevelofChineseEFLlearners’pragmalignuisticcompetenceasrevealedintheirrequestmaking?3.IsthereanyrelationbetweenEFLlearners’awarenesstopragmalignuisticfeatureandtheirpragmalinguisticscompetenceintermsofrequestheadacts?1.2The
6、RationaleofthepresentstudyTherationaleofthisstudycanbestatedbothinpracticalandtheoreticallevels.Practicallyspeaking,withthedevelopmentofoursociety,interculturalcommunicationsaregettingmoreandmorefrequent.Language,asthemediaofcultureandtoolofcommunication,is1从“请求”言语行为看二语语用语言意识与语用语言能力al
7、waysplayingabasicandimportantrole.FormanyofthepeopleinChina,English,thelanguage,isstilltheinitialbarrierforsuccessfulinterculturalcommunication.Forcollegestudents,whogenerallyhavebeenlearningEnglishforoversixyears,whatisthesituationlike?Whentheyareinvolvedininterculturalcommunication,
8、canth
