PCR显性教学提高英语道歉策略运用能力的有效性研究

A Research into the Effectiveness of PCR-based Explicit Instruction for English Apologies

以英语道歉策略的使用为教学目标,本研究检验了语用意识提高训练为基础的显性教学模式的有效性。研究中共97名商务英语方向本科二年级学生参加并完成了口头话语补全测试和书面自我报告。研究结果显示:通过显性教学模式的引导,语用意识提高训练实验组对于道歉策略的使用能力与英语母语使用者大体一致,且以学生为中心的实验组所取得的进步大于教师主导的实验组;同时,以学生为中心的实验组的学习记忆也更具持久性。

Based on the speech act of apology, the purpose of the research is to test the effectiveness of a PCR-based explicit instruction model in developing learners＇ pragmatic ability. Ninety-seven participants, divided into three groups, i.e., a control group, a Teacher-centered PCR experimental group, and a Student-centered PCR group, took part in the research. Discourse Completion Test was employed as the major research instrument. The result proves the effectiveness of this model. After instruction, learners in the two experimental groups began to use the English apologies almost the same way as the natives do, and students in SPCR group made more progress than those in TPCR group. Moreover, the effectiveness can be retained longer （about two months）.