基于日语能力考题的语用分析及语用教学研究——以言语行为为中心

Pragmatic Analysis and Pragmatic Teaching Research based on Japanese Language Proficiency Test——Centered on speech act

本研究从言语行为理论视角分析国际日语能力听力测试题,得出听力试题考查丰富的言语行为,其中依赖行为最多,占总量的19%,说明在听力教学中应该兼顾言语行为知识传授,尤其重视依赖表现形式的输入。研究小组在本校日语专业二年级听力课堂中,导入与言语行为相关的语用论教学,DCT填充和角色扮演等新的手段,得出学生的听力测试成绩没有显著提高,指导后大部分学生能够恰当地使用依赖表达形式,部分学生依赖表达更丰富多样;学生语用意识增强,并影响日本文化,商务日语等其他课程。

From the perspective of speech act theory, this research analyzes the listening comprehension test for international Japanese competence and draws the conclusion that listening tests tends to assess various speech act with independence act occupying a substantial proportion of 23%, which shreds light on the teaching of Japanese listening that speech act should be taken into consideration, particularly the input of the independence act. The research group introduced pragmatic listening teaching related to speech act to the sophomores of our university majoring in Japanese, with new means of such as DTC filling and role play, and found out that the listening results of the students did not improve considerably. However, the majority of students are able to apply the independent form properly and some students＇ independent forms demonstrate richness. The sense of using the language has been developed which affects the courses of Japanese culture and business Japanese.