本文選題：語用能力　切入點：語言能力　出處：《東北師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：英語學(xué)習(xí)的最終目標(biāo)既是能夠和以英語為母語者流暢而順利地交流溝通,這一說法也得到了廣泛的認(rèn)可。然而在英語學(xué)習(xí)的過程當(dāng)中,我們卻不能忽略了語用能力的重要性。在中國,英語教學(xué)總是過分的強調(diào)語言的形式和結(jié)構(gòu),從而忽略了對學(xué)習(xí)者語用能力的培養(yǎng)。近些年來,中國的學(xué)者們開始逐漸意識到了這個問題也將注意力集中到中國英語學(xué)習(xí)者的語用能力的發(fā)展上來。在過渡語語用學(xué)的領(lǐng)域當(dāng)中,語用能力與語言能力的相關(guān)性一直是一個頗有爭議性的問題并且在國外的學(xué)術(shù)界引起了高度重視。然而在中國,僅有有限的一些學(xué)者對相關(guān)性問題做出了相應(yīng)的研究,這仍是一個未被充分討論的領(lǐng)域。除此之外,大多數(shù)關(guān)于語用能力的研究都是以較高水平的成年學(xué)習(xí)者作為研究對象,所以將年齡尚小的中等水平的學(xué)習(xí)者納入到研究中是非常有必要的�？紤]到語用能力在語言學(xué)習(xí)中所起到的重要作用以及前人的研究的局限性,該研究的目的在于探索中國高中生語言能力與語用能力的關(guān)系。在此之上,語用語言能力與語言能力的關(guān)系以及社會語用能力與語言能力的關(guān)系在本研究中也會被討論。一共有122名來自東北師范大學(xué)附屬中學(xué)的高三學(xué)生參加了本次調(diào)查研究。其中69名學(xué)生來自尖子班,其余的53名學(xué)生來自于普通班。作者通過采用語用能力調(diào)查問卷以及期中考試英語試卷分別測試了被調(diào)查者的語用能力和語言能力。并且運用SPSS17.0來分析了相關(guān)性。研究結(jié)果顯示,總體而言,被調(diào)查者的語用能力亟需提高,而語用能力和語言能力確實存在著正向相關(guān)的關(guān)系,只不過過低的相關(guān)系數(shù)表明學(xué)生的語用能力不完全被他們的語言能力影響。通過皮爾遜相關(guān)性分析,學(xué)生的語用語言能力和語言能力也呈正相關(guān),然而相關(guān)系數(shù)較低顯示學(xué)生的語用語言能力的發(fā)展會受益于但不會完全依賴于他們的語言能力的提高。至于社會語用能力和語言能力的關(guān)系,皮爾遜相關(guān)性分析顯示出兩者并不相關(guān),也就是說學(xué)生們社會語用能力并未隨著語言能力的提升而得到提高。其次,作者通過分析學(xué)生在語用能力測試中的語用失誤而試圖推斷出導(dǎo)致語用失誤的起因并且提出一些對策來幫助學(xué)習(xí)者提升語用能力。
[Abstract]:The ultimate goal of English learning is to be able to communicate smoothly and smoothly with native speakers, which is widely accepted. However, in the process of English learning, However, we cannot ignore the importance of pragmatic competence. In China, English teaching has always overemphasized the form and structure of language, thus neglecting the cultivation of learners' pragmatic competence. Scholars in China are beginning to realize that this problem also focuses on the development of pragmatic competence of Chinese English learners. In the field of interlanguage pragmatics, The correlation between pragmatic competence and linguistic competence has always been a controversial issue and has attracted great attention in foreign academic circles. However, in China, only a limited number of scholars have made a corresponding study on the issue of relevance. This is still an area that has not been fully discussed. In addition, most studies on pragmatic competence have focused on higher levels of adult learners. Therefore, it is necessary to include young and intermediate learners in the study, considering the important role of pragmatic competence in language learning and the limitations of previous studies. The purpose of this study is to explore the relationship between language competence and pragmatic competence of Chinese senior high school students. The relationship between pragmatic language competence and language competence and the relationship between social pragmatic competence and language competence will also be discussed in this study. A total of 122 junior high school students from the affiliated middle school of northeast normal university participated in the survey. The study. 69 of the students came from the top class, The remaining 53 students were from the general class. The author tested the subjects' pragmatic competence and language competence by using the pragmatic competence questionnaire and the mid-term English test. The author also used SPSS17.0 to analyze the relevance. The results of the study show that. In general, the pragmatic competence of the respondents needs to be improved, and there is a positive correlation between pragmatic competence and linguistic competence. However, the low correlation coefficient indicates that students' pragmatic competence is not completely influenced by their language competence. Through Pearson's correlation analysis, students' pragmatic language competence and language competence are positively correlated. However, the low correlation coefficient indicates that the development of students' pragmatic language competence will benefit from, but will not depend on, the improvement of their language competence. Pearson correlation analysis shows that there is no correlation between the two, that is, the students' social pragmatic competence has not been improved with the improvement of language competence. The author tries to infer the causes of pragmatic failure by analyzing students' pragmatic failure in the pragmatic competence test and puts forward some countermeasures to help learners improve their pragmatic competence.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1571796