课堂语用及其在学生语言发展中的作用

Classroom Pragmatics and Its Role in the Development of Students’ Language

本文在回顾语用和课堂语用概念的基础上,通过案例分析,聚焦听说读写等教学活动(传递信息、组织讨论、发布指令、测试评估、纠错反馈、课上答疑)中师生的语用特点,着重探究下列话语特点:话语结构上的取舍,合作完成的话轮,多声话语,"启动-反馈-评估"语链,"定位-评估-指令"语链,师生"专家-学徒"身份的动态变化,以及师生文化身份的定位。通过分析进一步阐明课堂环境下师生的话语运用结构对语言教学、学生语言发展、语用学理论完善的重要意义。

After a brief overview of pragmatics and classroom pragmatics,we will examine a range of pedagogical activities such as giving information,conducting class discussions,issuing directives,providing assessments and error corrections,and addressing students’questions in the context of teaching pronunciation,writing,reading,listening,speaking and grammar.We will pay special attention to the following discourse features:sequential deletion,collaborative completion,revoicing,routinized sequences such as IRE(initiation–response–evaluation)and OED(orientation–evaluation–directive),dynamic change of the identity of"expert–apprentice"and the orientation of teachers’and students’cultural identity.We will argue that it is not merely what the teacher and student say but also the the discourse structure of what the teacher and student say that has great significance for improving language teaching,students’language proficiency and the theory of pragmatics.