【作者】 王胜苏；

【导师】 汤永明；

【作者基本信息】 扬州大学 ， 课程与教学论， 2004， 硕士

【摘要】 随着社会的进步与发展，世界各国具有不同文化背景的人们之间的交往越来越频繁。为了能顺利地实现交际目的，外语学习者不单需要掌握牢固的外语语言性知识，还需要具有一定的语用性知识，具备必要的语用能力。这样他们就能根据语境得体地表达自己的意图，准确理解对方的话语意义，并能有效地避免语用失误。但学习者和教师往往都没能特别重视语用能力，人们通常都把注意力集中在对语言能力的训练和培养上，忽视了语用能力的发展，这就导致了语言能力和语用能力发展的不平衡，学习者通晓语法规则、掌握大量词汇，却不能实现顺利交际的目的。 本研究以语用学理论为基础，以105位非英语专业学生为研究对象，阐述了语言能力和语用能力的关系，影响语用能力形成的因素，学习者如何在学习过程中发展自己的语用能力及提高语用能力的策略，教师如何在教学过程中培养学生的语用能力。研究问题包括： 1．语用能力和语言能力之间的关系如何? 2．影响语用能力形成的因素有哪些? 3．哪些是提高语用能力的策略?本研究分为调查测试和访谈及学习日记两部分。测试综合采用了何自然和张晓梅的语用能力调查测试题，得出结果并从中选出三组(15位)学生进行访谈，同时要求记录学习日记。根据访谈结果及学习日记分析影响语用能力形成的因素和提高语用能力的策略。 本研究认为语用能力的发展和语言能力的关系不成正比，语言能力并不绝对影响语用能力的提高。有一些因素会影响语用能力形成，其中包括具体语境中的言语理解能力，学习者的语言文化背景及交际过程中具体策略的运用。元认知策略、认知策略及社会情感策略都能有效提高学习者的语用能力。而且研究者还认为语用能力的发展不是一蹴而就的，需要一个漫长而艰巨的过程，但通过各种途扬州大学硕十学位论文径提高和培养学习者的语用能力是可行的。更多还原

【Abstract】 With the development of society, the communication among different countries and nationalities with different cultural backgrounds is increasing. In order to achieve the purpose of smooth communication, foreign language learners must possess adequate pragmatic knowledge and good pragmatic competence as well as their linguistic competence. Then the learners can express their own thoughts appropriately according to the specific context, truly understand others’ conversational implicature and effectively avoid pragmatic failures. Learners and teachers, however, always pay less attention to pragmatic competence. They usually stress the training and cultivation of linguistic competence. That leads to an imbalance between pragmatic competence and linguistic competence. Learners grasp a great deal of vocabulary and grammatical regulations but cannot smoothly communicate with others in the target language.This study is based on the theories of pragmatics, and 105 non-English majors are designated as its subjects. It mainly expounds the relationship between pragmatic competence and linguistic competence: how the learners develop their pragmatic competence in the process of language learning and how the teachers cultivate learners’ pragmatic competence in the process of teaching. The research questions consist of:1. How is pragmatic competence relevant to linguistic competence in non-English majors?2. What are the factors that influence the formation of pragmatic competence in non-English majors?3. What are the strategies that can improve pragmatic competence in non-English majors?The study is divided into two parts: one is a questionnaire and the other consists of an interview and diaries. The questionnaire is selectively taken from He Zi-ran’s " A Survey of Pragmatics" and Zhang Xiao-mei’s " College English Teaching and theCultivation of Pragmatic Competence". From the results of the questionnaire, 15 students are selected to attend an interview and also required to keep study diaries. With the help of the interview and diaries, the author analyzes the factors that influence the formation of pragmatic competence and the strategies that can improve pragmatic competence.In conclusion the author proves that pragmatic competence cannot proportionally develop as linguistic competence improves. There are several factors that influence the formation of pragmatic competence, and it is feasible to improve and cultivate learners’ pragmatic competence by using various learning and teaching strategies.更多还原