摘要
作为语用知识和语用信息输入的重要来源,教材在学生语用能力培养和发展中的作用越来越受到重视。总体而言,国内外语言教材中语用知识信息可以分为七大类,但语用知识编写层面存在四类问题。针对这些问题,以人教版高一英语教材学生用书第一册的语用信息频率和分布为例,从元语用描述、言语行为表达式间的区别和语用评估标准的层面分析,提供了教材编写改进的建议;从学习者语用需求分析、保障教材编写选材的真实性层面,描述了语用知识融合于教材中的策略。
As one of the crucial sources of pragmatic knowledge and pragmatic information for language learners, textbooks are playing an increasingly important role in developing and cultivating learners’ pragmatic competence. This article, on the basis of literature review of textbook pragmatic content research both at home and abroad, has outlined the issues concerning pragmatic knowledge compilation in ESL/EFL textbooks. With the help of seven types of pragmatic information, also the components of pragmatics syllabus, the author has reviewed New Senior English for China Student’s Book 1 published by People’s Education Press(2010) and put forward some suggestions for improving its compilation from the perspective of metapragmatic knowledge description, delineation of nuanced differences among different expressions of given speech act and pragmatic assessment standards. The author has also tried to establish a mode for imbuing pragmatic knowledge into textbook in terms of conducting pragmatics needs analysis among learners and working out two strategies for ensuring the authenticity in the course of material selection for textbook compilation.
出处
《外语艺术教育研究》
2016年第1期32-38,共7页
Educational Research on Foreign Languages and Arts
基金
教育部人文社会科学规划基金项目“过渡语语用学视阈下的高校英语教师语用培养模式研究”(12YJA740030)
2013年度陕西省教育厅科研计划项目“多媒体语境下中小学英语师资语用培养模式研究”(2013JK0309)
陕西省社科界2015年度重大理论与现实问题研究项目“语料库与语用能力的界面研究”(2015Z081)
西安外国语大学2015年教改项目“基于学研共同体的英语师资批判性思维发展模式研究”(15BYG02)
关键词
语用大纲
语用知识
语用能力
教材编写
pragmatics syllabus
pragmatic knowledge
pragmatic competence
textbook compilation
