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西北地区新升本院校大学英语语用教学模式研究 被引量:1

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摘要 文章从课堂教学对语用能力培养的效果出发,以Schmidt的注意假设和Bialystok的双维模式为理论框架,提出了符合西北偏远山区新建本科院校教学实际的语用教学模式,认为只有通过显性语用教学提升他们的语用意识,培养他们对语用特征的注意和分析,增加目的语言项目的明晰度和复现率,最后才能达到自动自如地使用语言的目的。
作者 刘燕
机构地区 安康学院外语系
出处 《教育与职业》 北大核心 2011年第27期112-113,共2页 Education and Vocation
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参考文献4

  • 1Schmidt,R.Consciousness in foreign language learning:A tutorial on the role of attention and awareness in learning [A].R.Schmidt (Ed.).Attention and awareness in foreign language learning[M] .Honolulu:University of Hawaii,1995.
  • 2Schmidt,R.Attention [ A ].Robinson ( Ed. ). Cognition and second language in- struction[M].Cambridge:Cambridge University Press,2001.
  • 3Bialystok,E.Symbolic representation and attentional control in pragmatic competence [ A ] .G.Ksper&S.Blum-Kulka ( Eds. ) .lnterlanguage Pragmatics [ M ].Ox- ford:Oxford University Press,1993.
  • 4Leech,Geoffrey.Principles ofpragmatics[ M ].Essex:Longman,1983.

同被引文献13

  • 1何自然.什么是语际语用学[J].当代语言学,1996(1):1-6. 被引量:96
  • 2Bardovi-Harlig, K. Exploring the interlanguage of interlanguage pragmaties: a research agenda for acquisitional pragmaties[J].Language Learning,1999, (49).
  • 3Beebe, L., Takahashi, T, Uliss-Wehz, R. Pragmatic transfer in ESL refusals[M].New York:Newbury House,1990.
  • 4Bialystok, E. The structure of age: in search of barriers to second language aequisition[J].Second Language Research,1997, (13).
  • 5Blum-Kulka, S. Lexieal-grammatieal pragmatic indicators[J]. Studies in Second Language Acquisition,1987, (9).
  • 6Cohen, A.,Olshtain, E. The production of speech acts by EFL learners[J].TESOL Quarterly,1993, (27).
  • 7Kasper, G.,K.R.Rose.Pragmatie Development in A Second Language [M].Oxford:Blackwell Publishing Limited,2002.
  • 8Kasper, G.,S.Blum-Kulka(Eds.)Interlanguage Pragmatics[M].New York:Oxford University Press,1993.
  • 9Kasper, G.,D. Schmidt. Development issues in interlanguage pragmatics[J]. Studies in Second Language Acquisition,1996.
  • 10Rose,K.R.,G.Kasper(Eds.)Pragmatics in Language Teaching [M]. Cambridge,UK:Cambridge University Press,2001.

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