大学英语教学中的语用研究

CHAPTER1INTRODUCTION

1.1GlobalizationofEnglish

1.2CollegeEnglishteachinginChina

1.3InformationaboutCollegeEnglishtextbookwritinginChina

1.4Aimofthestudy

1.5Significanceofthestudy

1.6Researchquestions

1.7Organizationofthebook

CHAPTER2RESEARCHONPRAGMATICS

2.1Pragmatics:anoverview

2.1.1Pragmatics:adefinition

2.1.2Featuresofpragmatics

2.2Researchonpragmaticsinlanguageteachingand

materialsdevelopment:anoverview

2.3ResearchonpragmaticsinESL/EFLteaching/learnlng:paststudies

2.3.1Teachability

2.3.2Roleofinstruction

2.3.3Effectofinstruction

2.3.4Summaryofthemajorfindingsandarguments

2.4ResearchonpragrnaticsinESL/EFLmaterialsdevelopment:paststudies

2.4.1Authenticityintextbooks

2.4.2Presentationofspeechactsintextbooks

2.4.3Pragmaticknowledgecontainedintextbooks

2.4.4Effectofpragmaticinputonthedevelopmentoflearnerspragmaticcompetence

2.4.5Summaryofthemajorfindingsandarguments

2.5Summary

CHAPTER3THEORIESOFSLAANDPRAGMATICS

3.1Theoriesoflanguageteachingandlearning

3.1.1Secondlanguageacquisition(SLA)

3.1.2Cognitiveperspectivesofsecondlanguageacquisition

3.1.3Socioculturalperspectivesofsecondlanguageacquisition

3.1.4Communicativelanguageteaching

3.1.5Task-basedlanguageteaching

3.1.6Interculturallanguageteaching(ILT)

3.2Theoriesandconceptsofpragmatics

3.2.1Pragmaticcompetence

3.2.2Speechacttheory

3.2.3Interlanguagepragmatics

3.2.4Interculturalpragmatics

3.2.5Sociopragmatics

3.2.6Categorizationofpragmaticknowledge

3.2.7Textbookanalysisframework

3.3Summary

CHAPTER4PRAGMATICSINCOLLEGEENGLISH

CLASSROOMS

4.1Designingthestudy

4.1.1Researchmethods

4.2.2Contentanalysisdata

4.2.3Classroomobservationdata

4.2.4Interviewdata

4.3Findings

4.4Summary

CHAPTER5APRAGMATICANALYSIS

5.1RQ1:HowdoChineseteachersandstudentsperceivepragmaticknowledgeintheprocessofteaching/learuingandinCollegeEnglishtextbooks？

5.1.1ImportanceofpragmaticsinteachingandlearningEnglish

5.1.2PerceptionofpragmaticsinCollegeEnglishtextbooks

5.1.3WaysofteachingpragraaticsinCollegeEnglishclassrooms

5.1.4Proficiencyandperceptionoflearningandteachingpragmatics

5.2RQ2:WhatisthenatureofpragmaticmaterialsandtasksincludedinCollegeEnglishtextbooks？

5.2.1QuantitativeanalysisofpragmaticmaterialsandtasksinCEtextbooks

5.2.2QualitativeanalysisofpragmaticmaterialsandtasksinCEtextbooks

5.3RQ3:HowdoChineseCollegeEnglishteachersincorporatepragmaticmaterialsandtasksintotheclassroom？

5.3.1TeachingpragrnaticsinCollegeEnglishclassrooms,howlikely

5.3.2Whattoteach:pragmaticinputinCollegeEnglishclassrooms

5.3.3Howtoteach:pragmaticapproachinCollegeEnglishclassrooms

5.4Summary

CHAPTER6CONCLUSIONS:TOWARDSANEW

MODELOFTEACHINGPRAGMATICS

6.1Re-orientationofCollegeEnglishteachinginChina

6.2Conclusions

6.3Teachingpragmatics:amodel

6.3.1Teachingpragmatics:content

6.3.2Teachingpragmatics:process

6.4Implications

6.4.1Implicationsforteachingandlearning

6.4.2Implicationsforpedagogy

6.4.3Implicationsforteachersprofessionaldevelopment

6.4.4Implicationsformaterialsdevelopment

6.5Limitationsofthestudyandrecommendationsforfurtherresearch

REFERENCES

　　本研究以二语习得和语用学的相关理论为理论依据。运用交际语言教学法、任务教学法和跨文化语言教学法对课堂语言教学进行分析；研究数据的分类、研究的理论构架则建立在已有的语用学研究成果上，如Bachman的语用能力概念、语际语用学、跨文化语用学、社会语用学以及言语行为理论等；数据分析体系是以BachmanandPalmer(1996)，Vellenga(2004)，Hatoss(2004)和Byram(1997)对语用知识分类的框架为蓝本改编而成的。作者试图以定性为主、定量为辅的研究手段来回答以上问题。采用问卷调查、课堂观察和访谈等方式在我国某重点高校采集原始数据，196位在校非英语专业本科生和44位大学英语教师参与其中，并对大学英语全新版系列教材中的《综合英语教程》(14册)和《听说教程》(14册)进行了内容分析。　　本书作为系统研究我国大学英语教学中的语用问题的专著，对语用教学作了多角度、全方位的调查和研究。本研究以二语习得和语用学的相关理论为理论依据，探讨在中国语境中大学英语教材和课堂教学中的语用知识输入以及大学英语教师如何将语用教学融入大学英语课堂教学等问题。作者广泛借鉴国外学者在语用教学方面的研究成果和经验，深入分析我国大学英语教材编写和课堂教学中的语用能力培养现状，阐述了语用教学的新观念、新思路，提出了语用教学新模式。研究结果对大学英语教材编写和大学英语课堂教学都具有一定的指导意义。