跨文化交际视角下初中英语教师语用失误现状研究

A Study of the Current Situation of Pragmatic Errors among Junior High School English Teachers from the Perspective of Cross-Cultural Communication

随着全球化进程的加快,跨文化交际活动变得越来越频繁,只关注社会语言的教学方法已经不能满足不同文化交流的需要。英语因其在国际社会中的地位和作用,无疑成为跨文化交际的重要工具。因此,外语教学的目标也应当从传统的语言技能的培养转向跨文化交际技能和语用能力的培养。在当前的英语教学中,教师在教学中仍存在语用失误的现象,而这一问题将直接影响学生的跨文化交际意识和语用能力的培养。基于此,本研究从跨文化交际的视角出发,通过文献研究法和课堂观察法对万州某初中的英语教师的语用能力情况进行现状研究,分析可能存在的语用失误,探寻其背后的原因,进而提出解决教师语用失误问题的有效策略。

With the acceleration of globalization, cross-cultural communication activities have become increasingly frequent, and teaching methods that only focus on social language have become unable to meet the needs of cross-cultural communication. Due to its status and role in the international community, English undoubtedly becomes an important tool for cross-cultural communication. Therefore, the goal of foreign language teaching should also shift from the cultivation of traditional language skills to the cultivation of cross-cultural communication skills and pragmatic abilities. In current English teaching, there is still a phenomenon of pragmatic errors among teachers, which will directly affect the cultivation of students’ cross-cultural communication awareness and pragmatic abilities. Based on this, this study starts from the perspective of cross-cultural communication, conducts a current study on the pragmatic competence of English teachers in a junior high school in Wanzhou through literature research and classroom observation methods, analyzes possible pragmatic errors, explores the reasons behind them, and proposes effective strategies to solve the problem of teacher pragmatic errors.