發(fā)布時(shí)間：2024-07-05 19:18

　　隨著一帶一路的建設(shè)和人類命運(yùn)共同體的國(guó)際影響,以及個(gè)人交往范圍的日益擴(kuò)大和深入,英語(yǔ)作為國(guó)際通用語(yǔ)的使用更加廣泛,英語(yǔ)在國(guó)際上角色的變化影響著英語(yǔ)教與學(xué)的觀念。在英語(yǔ)作為國(guó)際通用語(yǔ)背景下,英語(yǔ)專業(yè)學(xué)生的語(yǔ)用能力更加受到關(guān)注。因此,本研究擬從探究英語(yǔ)專業(yè)新生和二年級(jí)的語(yǔ)用能力差異出發(fā),研究現(xiàn)如今不同階段英語(yǔ)專業(yè)學(xué)生的語(yǔ)用教與學(xué)的現(xiàn)狀。具體研究問(wèn)題如下:(1)英語(yǔ)專業(yè)低年級(jí)學(xué)生的整體語(yǔ)用知識(shí)現(xiàn)狀如何?(2)不同年級(jí)學(xué)生的語(yǔ)用能力是否有差異?如果有,有何差異?(3)在英語(yǔ)作為國(guó)際通用語(yǔ)背景下,英語(yǔ)專業(yè)低年級(jí)學(xué)生應(yīng)該更注重哪方面能力的培養(yǎng)?在語(yǔ)用教與學(xué)的過(guò)程中,如何提高語(yǔ)用能力?本研究以言語(yǔ)行為理論、會(huì)話含義理論、禮貌和關(guān)聯(lián)理論為基礎(chǔ),抽取來(lái)自綜合類、師范類、語(yǔ)言類、理工類四大不同類型大學(xué)的160名英語(yǔ)專業(yè)低年級(jí)學(xué)生展開了語(yǔ)用能力水平的問(wèn)卷調(diào)查,并根據(jù)研究問(wèn)題使用Excel和SPSS 16.0統(tǒng)計(jì)軟件對(duì)回收問(wèn)卷進(jìn)行差異分析和定性分析。在初步得出問(wèn)卷調(diào)查的統(tǒng)計(jì)、分析結(jié)果基礎(chǔ)上,研究者對(duì)綜合類大學(xué)西南大學(xué)的英語(yǔ)專業(yè)低年級(jí)學(xué)生進(jìn)行了課堂觀摩(已接受過(guò)問(wèn)卷調(diào)查),以了解學(xué)生在真實(shí)課堂環(huán)境下的語(yǔ)用能力以...

【文章頁(yè)數(shù)】：117 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
Chapter Two Literature review
    2.1 English as a Lingua Franca
        2.1.1 Definition of English as a Lingua Franca
        2.1.2 Teaching and Learning Framework of English as a Lingua Franca
    2.2 Pragmatic Teaching and Learning
        2.2.1 Definition of Pragmatic Competence
        2.2.2 Content of Pragmatic Teaching and Learning
        2.2.3 Approaches to Pragmatic Teaching
    2.3 Previous Studies on Pragmatics of English as a Lingua Franca
    2.4 Previous Studies on Pragmatic Teaching and Learning
    2.5 Limitations of Previous Studies
Chapter Three Theoretical bases
    3.1 Speech Acts Theory
    3.2 Conversational Implicature Theory
    3.3 Politeness Theory
    3.4 Relevance Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Methods
        4.3.1 Questionnaire
        4.3.2 Classroom Observation
    4.4 Research Procedure
Chapter Five Results and Analysis
    5.1 Results and Analysis of the Questionnaire
        5.1.1 Analysis of Speech Acts
        5.1.2 Analysis of Language Indirection
        5.1.3 Analysis of Deixis
        5.1.4 Analysis of Politeness
        5.1.5 Analysis of Conversation Organization
        5.1.6 General Analysis of Pragmatic Competence
    5.2 Results and Analysis of the Classroom Observation
        5.2.1 Analysis of Teaching Methods
        5.2.2 Analysis of Conversation recording
        5.2.3 General Analysis of Pragmatic Teaching and learning
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations of the Study and Prospects for Future Studies
References
Appendix Ι Questionnaire on Pragmatic Competence of College Students Majoring inEnglish
Appendix Ⅱ Rubrics for Holistic Scoring
Appendix Ⅲ Classroom Observation Table of Pragmatic Teaching and Learning
Appendix Ⅳ Standards of English Pragmatic Knowledge and Competence
Appendix Ⅴ WDCT Scores of Freshmen and Sophomores
Acknowledgements



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