英语专业学生语际语语用能力及其培养模式研究

List of Tables

List of Figures

Abbreviations

Chapter 1 Introduction

1.1 Research background

1.2 Significance of the research

1.3 Methodology of the research

1.4 Organization of the book

Chapter 2 Literature Review

2.1 Interlanguage

2.2 Interlanguage pragmatics

2.3 Intercultural communication

2.3.1 Nature and scope of intercultural communication

2.3.2 Features and complexities of intercultural

communication

2.4 Pragmatic transfer,pragmatic failure and fossilization

List of Tables

List of Figures

Abbreviations

Chapter 1 Introduction

1.1 Research background

1.2 Significance of the research

1.3 Methodology of the research

1.4 Organization of the book

Chapter 2 Literature Review

2.1 Interlanguage

2.2 Interlanguage pragmatics

2.3 Intercultural communication

2.3.1 Nature and scope of intercultural communication

2.3.2 Features and complexities of intercultural

communication

2.4 Pragmatic transfer,pragmatic failure and fossilization

2.4.1 Pragmatic transfer

2.4.2 Pragmatic fossilization

2.4.3 Pragmatic failure

2.5 Summary

Chapter 3 ILPC & the Terminal Goal in its Development

3.1 Interlanguage pragmatic competence

3.1.1 Communicative competence revisited

3.1.2 Interlanguage pragmatic competence-A working model

3.2 The terminal goal of ILPC development

3.2.1 Accuracy

3.2.2 Fluency

3.2.3 Appropriacy

3.2.4 Intercultural pragmatic sensitivity

3.5 Summary

Chapter 4 A Survey of ILPC of EMs in EU-A Case Study of BEU

4.1 Description of survey

4.1.1 Participants

4.1.2 Instruments

4.1.3 Data collection

4.1.4 Data analysis

4.2 Results and discussion:A quantitative approach

4.2.1 Global situation of ethnic English majors

4.2.2 Local situation of ethnic English majors

4.2.3 Differences between HAN and the HMT and OTH as a whole

4.3 Results and discussion:A qualitative approach

4.3.1 Summary of the differences among HAN,HMT and OTH

4.3.2 Pragmatic failure among HAN,HMT and OTH

4.3.3 Further discussion:Observations on complexities in EU

4.4 Summary

Chapter 5 An Overall Theme-based ILPCD Model

and Strategies for its Implementation

5.1 An overall theme-based ILPCD Model

5.1.1 Rationale of theme-based instruction

5.1.2 The overall theme-based instructional model for ILPCD

5.2 Teaching strategies for the theme-based ILPCD model

5.2.1 Applying the explicit-implicit teaching method

5.2.2 Offering T-based eontextualized metapragmatic lead-ins

5.2.3 Doing interaction,perceiving strategies via contextual

awareness

5.2.4 Giving proper corrective feedback in T-based

instruction

5.2.5 Paying due attention to grammarteaching

5.2.6 Equipping learners with learning strategies

5.3 Summary

Chapter 6 Conclusion

6.1 Conclusions

6.2 Implications

6.2.1 Theoretical implications

6.2.2 Pedagogical implications

6.3 Limitations of the present research

References

Appendix Ⅰ Pragmatic Competence Questionnaire for English Majors in

EU

Appendix Ⅱ Ethnicity Information Questionnaire for English Majors

in EU

Appendix Ⅲ Research Items Correspondence Table

Appendix Ⅳ Language Families of Ethnic Groups in China

Appendix Ⅴ Information of Ethnic Groups in China

Afterwords

本书主要回答了以下三个问题：（1）专业学生语际语发展的现状如何？（2）专业学生语际语语用能力发展过程中的问题或薄弱环节究竟在哪里？（3）如何改进现有教学以有效提升专业学生的语际语语用能力？本研究不仅对中国语境下的外语教学具有普遍的指导意义，而且对民族院校这一多元文化群体的英语教学和国家的语言政策具有较强的针对性和一定的参考价值。