语用能力培养模式述评

A Review of the Training Models of Pragmatic Competence

随着语言学习观念的转变,语言的应用能力成为研究者关注的焦点。近年来,二语习得中的语用能力发展研究日益获得关注,特别是关于语用能力的培养模式,在理论和实证方面的研究都得到了长足的发展。语用能力的研究伴随语际语用学的研究而兴起,并逐渐成为语用学、二语习得、语言测试、外语教学等领域的主要议题之一。简述语用能力的概念界定和发展历程,评介了语用能力的两种培养模式——社会文化模式和认知心理模式,探讨基于自我评估和同辈评估理论下的语用培养模式,以期为语用能力的培养提供一定的指导。

As the concept of language learning changes, researchers have turned to focus on the pragmatic competence of language use. In recent years, the study on pragmatic development in second language acquisition has gained great attention. In particular, there has been a large leap in the theoretical and empirical research over the training models of pragmatic competence. It emerges along with the study of interlanguage pragmatics, and gradually becomes one of the major subjects of fields like pragmatics, second language acquisition, language testing, foreign language teaching and so on. The paper introduces the concept definition and development history of pragmatic competence, reviews the sociocultural and the cognitive-psychological models which are the two training models of pragmatic competence, and proposes a pragmatic training model based on self and peer assessment theories in order to provide some directions to the training of pragmatic development.