二语语用推理能力培养的实证研究

AN EMPIRICAL STUDY ON THE DEVELOPMENT OF CHINESE EFL LEARNERS' PRAGMATIC INFERENTIAL ABILITY

基于已有研究,以关联理论为理论框架,对哪些语用知识对二语学习者的语用推理能力起重要作用,如何在大学英语听力课堂教授语用知识,显性语用教学能否提高学习者的语用推理能力等3个问题进行了探讨。首先,在分析大学英语四级真题的基础上,归纳出课堂显性语用教学的教学材料;其次,在实验班进行为期一个学期的显性语用教学实验;再次,在实验结束后对实验班的学生进行随机面访。面访结果佐证了实验结果,进一步证明:在大学英语听力课堂进行显性语用教学可以有效提高学生的语用推理能力以及听力理解水平。

With Relevance Theory as the theoretical framework, the following thine questions were explored： What pragmatic knowledge plays an important role in influencing EFL learners＇ pragmatic inferential ability？ How to instruct pragmatic knowledge in college English listening classes？ Will EFL learners＇ pragmatic infer- ential ability be improved by explicit pragmatic instruction？ Firstly, the pragmatic knowledge involved in the conversational implicature inference process was summerized based on the analysis of CET -4 papers. Secondly, an explicit pragmatic instruction experiment was implemented in college English listening classes. Finally, a review was carried out randomly after the experiment. The results of the interview and the experiment suggest that explicit pragmatic instruction in college English listening classes could enhance EFL learners＇ pragmatic inferential ability and thus help improve their listening ability.