第二語言語用習(xí)得

內(nèi)容概要

本書在中介語語用學(xué)（Interlanguage Pragmatics）理論指導(dǎo)下，研究母語為漢語的學(xué)習(xí)者英語語用能力習(xí)得的特點(diǎn)和規(guī)律。采取橫向設(shè)計(jì)，收集不同英語水平的學(xué)習(xí)者產(chǎn)生的英語“請求”言語行為語篇并分別與英、漢語本族語者語料進(jìn)行比較發(fā)現(xiàn)：不同語言水平的學(xué)習(xí)者的語用能力處于不同的發(fā)展階段，其“請求”言語行為體現(xiàn)出不同的中介語特征。除語言水平外，學(xué)習(xí)者二語語用能力的習(xí)得過程受母語語用遷移、課堂教學(xué)中的語用輸入等因素的影響。本研究的發(fā)現(xiàn)對語用教學(xué)的大綱制定和教學(xué)過程具有一定的指導(dǎo)作用。

書籍目錄

Chapter One  Introduction  1.1  Research background  1.2  Significance of the present study  1.3  Organization of the bookChapter Two  Acquisitional Issues in Interlanguage Pragmatics　2.1  Pragmatic competence　　2.1.1  Communicative competence　　2.1.2  A working definition of pragmatic competene,　2.2  The definition and scope of Interlanguage Pragmatics (ILP)　2.3  The theoretical perspectives of L2 pragmatic acquisition　　2.3.1  Cognitive processing　　2.3.2  Relevance theory (RT)　　2.3.3  The complexification hypothesis　2.4  Factors influencing L2 pragmatic acquisition　　2.4.1  Classroom instruction　　2.4.2  Pragmatic transfer　　2.4.3  Grammatical competence　2.5  Methodology in doing acquisitional research     2.5.1  Developmental research designs　　2.5.2  Data collection instruments　2.6  SummaryChapter Three  Studies on the Speech Act of Requests　3.1  Definition and taxonomy of requests　　3.1.1  Defining requests　　3.1.2  A taxonomy of requests　3.2  IIIocutionary aspects of requests　　3.2.1  Request strategies　　3.2.2  Internal modification (IM)　　3.2.3  External modification (EM)　3.3  Studies on the speech act of requests　　3.3.1  Cross-cultural research on requests　　3.3.2  Developmental research on requests　　3.3.3  Studies on requests by Chinese researchers　3.4  SummaryChapter Four  Research Design　4.1  Research questions　4.2  Informants　　4.2.1  Criteria in selecting informants　　4.2.2  Learner informants　　4.2.3  Native informants　4.3  Research instruments　　4.3.1  Background questionnaire　　4.3.2  Developing request scenarios　　4.3.3  The production questionnaire and sociopragmatic assessment questionnaire  4.4  Data collection  ……Chapter Five  Data Analysis and DiscussionChapter Six The Role of Instruction in L2 PragmaticReferencesAppendix 1 Questionnaire for Chinese learnersAppendix 2 Questionnaire for Chinese native speakersAppendix 3 Questionnaire for English native speakers

章節(jié)摘錄

　　Motivated by an acquisitional approach to interlanguge re- search，the present study meets the need for developmental re- search of Interlanguge Pragmatics and the need for exploration into learners of English with different L1 backgrounds，in parti- cular，Chinese，thus enriching the bulk of research in the field of both SLA and pragmatics.Thus far，a large number of Interlan- guage Pragmatics studies have primarily focused on the compari- son of the realization patterns of requests in two languages（e.g.，Blum-Kulka Olshtain，1986；Blum-Kulka，et al，1989；Car- cia，1993；Hill，1997；Hassall，2003；Byon，2004）rather than ex- ploring the various factors influencing pragmatic development（e.g.，L1 transfer，input，instruction）.So is the case in China.For example，substantial cross-cultural studies deal with the similari- ties and differences between Chinese and English realization pat- terns of requests，the universality of politeness phenomena，the social factors influencing the performance of requests，the prag- matic failures found in inter-cultural communication（including requests），and so on.However，few studies have explored how Chinese learners acquire English pragmatic knowledge.

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　　《第2語言語用習(xí)得：中國學(xué)習(xí)者英語請求語言行為習(xí)得研究》是在作者的博士論文基礎(chǔ)上修改而成的。在中介語語用學(xué)（Interlanguage：Pragmatics）理論指導(dǎo)下，研究母語為漢語的學(xué)習(xí)者英語語用能力習(xí)得的特點(diǎn)和規(guī)律以及影響二語語用習(xí)得的因素。

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