显性与隐形指导对英语语用能力培养作用的对比研究

A Comparative Study on Effects of Explicit and Implicit Form-focused Instructions on the Development of English Pragmatic Competence

在二语习得相关理论指导下,本研究以某高校英语专业三个班学生为研究对象,尝试对比显性和隐形形式教学对英语学习者的善意批评语用能力的培养作用。研究发现:对于课堂外很少使用英语的学生来说,教师可以用教学手段培养他们的语用能力;显性形式教学对培养学生语用能力更有效,但也不能否定隐性形式教学的价值,最理想的方法是显性和隐性相结合使用;显性和隐性形式指导对英语学习者的培养作用可以得到延续。

This study evaluates the comparative effects of explicit and implicit form-focus instructions on three English major classes＇ acquisition of pragmatic competence of constructive criticism. The findings are as follows： formal pragmatic instruction works in pragmatic knowledge learning for Chinese college students because their opportunities for English input and interaction outside the classroom are often limited; the effect of explicit form-focus instruction is significantly better than that of implicit form-focus instruction in improving students＇ pragmatic competence, but we can not deny the function of the latter, and the desirable pragmatic instruction is the implementation of explicit and implicit instructions together; students maintained their pragmatic improvement in the delayed post-test.