中国EFL学习者英语程式话语能力发展研究

Development of English pragmatics of Chinese EFL learners: Recognition and production of English routines

本研究以广东省某高校281名英语专业学生为受试,探讨中国EFL学习者的英语程式话语识别与表达能力发展。研究通过"多项选择话语填充"测量学生的程式话语识别能力,通过"书面话语填充"测量学生的程式话语表达能力。研究结果显示:(1)学生程式话语能力较低;(2)学生程式话语整体能力随着语言水平提高而增强,但程式话语能力发展并不均衡,表达能力显著提高,识别能力却近乎停滞;(3)学生情境型言语行为的识别与表达能力并没有随着语言水平提高而增强,反而明显下降。研究最后对我国英语程式话语教学、学习和考查提出了相关建议。

With 281 English majors from a university in Guangdong Province as the subjects, this study examines the development of the ability to recognize and produce English routines of Chinese EFL learners. The study administers Multiple-choice Discourse Completion Test and Written Discourse Completion Test to measure recognition and production of routines respectively. The results are as follows ： （ 1 ） the routine competence of the learners is at a low level; （2） the overall routine competence of the learners increases as their EFL ability improves, but not all aspects of the routine competence follow the same developmental pattern, as the productive competence develops significantly and the recognitive competence remains stagnant ; （3） the highly-contextualized speech acts of the learners decrease unexpectedly. The study concludes with some suggestions for EFL routine teaching, learning and assessment in universities and colleges in China.