摘要
我国EFL学习者语用意识薄弱,在语言使用过程中经常出现语用失误,纠其根源主要在于EFL学习者语用知识输入不足。针对这一现象,从模因论的视角探讨课堂环境下显性教学法,背诵输入法及联想教学法等对输入语用知识、培养EFL学习者的语用意识和提高语用能力的作用。
The reason why Chinese EFL learners are weak in pragmatic awareness and pragmatic failures appear constantly in their communication is the inadequacy of pragmatic knowledge input. In view of the present situation, this paper attempts to explore the important effect of explicit instruction, recitation input, and association on inputting pragmatic knowledge, developing EFL learners' pragmatic awareness and improving their pragmatic competence from the perspective of Memetics.
出处
《山东工商学院学报》
2009年第4期115-117,124,共4页
Journal of Shandong Technology and Business University
关键词
语用能力
模因论
课堂环境
显性教学
背诵输入
联想
pragmatic competence
the Memefics
class circumstances
explicit instruction
recitation input
association