摘要
"教语用"是在国际外语/第二语言教学界新兴的教学观念和方法,正在世界范围内推广、发展。本文先简要讨论等级词项的语用认知;然后着重分析等级含义认知实验对语用教学的启示,继而探讨怎样在课堂上教授语用知识、培养学生语用能力。作者介绍了两项("隐性教学法"和"显性教学法")具体的语用教学形式、内容和步骤,以说明教语用是提高学生英语交际能力的有效途径之一。
As a fresh idea regarding TEFL/TESL methodology, ＂Pragmatic Teaching＂ is emerging developing worldwide. Firstly this paper briefly introduces the cognitive processing studies of scalar implicature, and then analyzes the influence of scalar processing study on ＂Pragmatic Teaching＂. On this basis, this paper discusses how to conduct Pragmatic Teaching in class to train the students＇ pragmatic ability. Two types （＂implicit teaching＂ and ＂explicit teaching＂） are introduced in terms of mode, content and procedures to explain that pragmatic teaching is one of the effective approaches to help enhance students＇ communicative ability.
出处
《天津商务职业学院学报》
2013年第4期48-51,共4页
Journal of Tianjin College of Commerce
基金
教育部人文社会科学研究青年基金项目(项目编号:10YJC740059)的研究成果
关键词
语用能力
课堂教学
等级含义
认知机制
pragmatic competence
classroom instruction
scalar implicature
cognitive mechanism
