Pragmatics in Second Language Learning: Current Developments

语际语用学(interlanguage pragmatics, ILP)或二语语用习得研究(L2 pragmatic acquisition)发端于1981年美国夏威夷大学Gabriele Kasper教授撰写、出版的Pragmatische Aspekte in der Interimsprache。自此,第二语言习得研究开始考察学习者语用能力的培养,而语用学理论研究也有了新的实践价值。在过去的三十余年里,语际语用学研究一直是学界关注的焦点话题,刚刚落幕的第十届全国语用学研讨会见证了这一点。本栏收录了会议论文中与本主题相关的4篇论文。其中,Gabriele Kasper教授的大会发言论文简要回顾了语际语用学的发展历程,并重点讨论了语际语用学研究的心理语言学视角和会话分析视角在间接言语理解方面和语用负迁移方面的应用。Caroline C. Hwang博士探讨了英语中各种修辞性手段给台湾地区的英语学习者/翻译人员带来的词汇语用障碍,并就如何培养学生理解这些语言手段的能力提出了建议。李民、陈新仁在Bardovi-Harlig & Dornyei (1998) 的研究基础上,针对中国英语学习者的语法能力和语用能力及相关观念或意识进行了调查,表明重视语法、语用观念或意识是培养学生语法、语用能力的关键,该研究为开展显性语用教学提供了支撑。洪岗、余泽超针对文献中较少关注中国学生书面语交际语料,就中国学生英语议论文中的情态使用情况进行了探索,发现中国学生在表达情态概念时明显过度使用情态动词,而且对英语情态动词和副词的语用功能缺乏敏感,该研究对于英语情态教学具有参考价值。

Pragmatics made its entrance to second language research thirty years ago, mainly under the influence of curricular interests in teaching and testing language for communication and sociolinguistic concerns with intercultural discourse. In contrast to theories that share the view of SLA as individual cognition, SCT, language socialization, and conversation analysis propose (or are compatible with) L2 learning as a socially constituted -not merely socially influen-ed -inter-individual process, situated in and intertwined with social activities. This paper will discuss research on developmental interlanguage pragmatics conducted explicitly under one (or more) of the theoretical perspectives introduced earlier: theories of cognitive processing, sociocultural theory, language socialization, and conversation analysis.