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1、明示教学对提高外语学习者语用能力的作用及局限性研究EffectsofExplicitInstructiononEFLlearners’PragmaticCompetenceDevelopmentBy:ZhaoYurongFrom:HebeiNormalUniversityofScienceandTechnologyOn:May,18th,2007OutlineBackgroundQuestionsandhypothesesMethodologicalissuesDesignFindingsConclusionI.Backgroundofth
2、epresentstudy1.PragmaticcompetenceandinterlanguagecompetencePragmaticcompetence---oneoftheessentialelementsofcommunicativecompetence.InBachman’s(1990)model,communicativecompetenceiscomposedoforganizationalcompetence(whichreferstoknowledgeoflinguisticunitsandtextualrules)an
3、dpragmaticcompetence(whichreferstoknowledgeandabilitytointerpretandperformillocutionaryactscorrespondingtothesocialandcontextualfactors)Interlanguagepragmaticcompetence---thedevelopingstateofanL2/FLlearners’pragmaticcompetence.ImportanceofTLpragmaticcompetenceAbignumberofr
4、esearches,suchasThomas(1983),Tannen(1984),Wolfson(1989),Bardovi-Harlig&Hartford(1993),Scollon&Scollon(2000),etc.,havedemonstratedtheimportanceofTLpragmaticcompetenceininterculturalcommunication.Infact,tosomeextent,itisevenmoreimportantthantheTLorganizationalcompetence.Thef
5、actissimplythatwhilenativespeakersoftenforgivesyntacticandlexicalerrors,theytypicallyinterpretpragmaticfailureasarrogance,impatience,rudeness,andsoon.Therefore,inordertopreventmisstepsininterculturalcommunication,L2learnershavetodeveloptheTLpragmaticcompetenceonthebasisofi
6、mprovingtheiroverallTLproficiencyandaccuracy.Accordingly,researchersandteachersneedtoexplorehownonnativelearnersacquireanddevelopthistypeofcompetence.Solution?3.RationalofexplicitteachingPotentialdangerforinterculturalcommunicationDivergenceinL2learners’pragmaticcompetence
7、REMEDY:ExplicitinstructionofpragmaticsNoticinghypothesisInefficientdevelopmentunderthenormalteachingcondition(Ellis,1992;Hill,1997)TheroleoffocusedinstructioninL1pragmaticsacquisition“Noticingisthenecessaryandsufficientconditionforconvertinginputtointake”(Schmidt,1990:129)
8、,or“Theattentionalthresholdfornoticingisthesameasthethresholdforlearning”(Schmidt,1993:35
