本文報告了顯性語用教學(xué)的課例研究,以探索如何通過顯性教學(xué)模式實現(xiàn)語言教學(xué)和語用教學(xué)的有機結(jié)合,同時研究通過教師的顯性語用教學(xué),是否能提高高中生對語用能力的重視的相關(guān)問題。本次研究的被試來自天津某高中高一某班的36名學(xué)生。在對學(xué)生進行顯性語用教學(xué)前,學(xué)生先要完成一份語用能力測試,并且在顯性語用教學(xué)后,筆者隨機選取授課班級的四名學(xué)生進行訪談,用以解答相關(guān)研究問題。研究結(jié)果顯示,采用顯性教學(xué)的模式實現(xiàn)語用教學(xué)和語言教學(xué)的結(jié)合可以通過以下幾點:挖掘教材中的語用知識;進行語言知識講解時,若涉及到相關(guān)的語用信息,要向?qū)W生講授;在進行語言練習(xí)時,創(chuàng)設(shè)的情境中若含有語用特征或語用規(guī)則,要讓學(xué)生對其引起重視。且通過對學(xué)習(xí)者訪談結(jié)果的分析,可初步判定,學(xué)習(xí)者在三次顯性語用教學(xué)過后,能對語用能力有一定的認識并且提高了對語用能力的重視。但由于本研究的授課次數(shù)有限和授課對象的英語水平較高,以上結(jié)果的適用范圍比較有限,這也是今后相關(guān)研究需要改進的方面。 

【文章頁數(shù)】：97 頁

【學(xué)位級別】：碩士

【文章目錄】：
abstract
摘要
Acknowledgements
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purposes of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Overall Structure of the Thesis
Chapter2 Literature Review
    2.1 Defining Key Terms
        2.1.1 Definition of Pragmatics
        2.1.2 Definition of Pragmatic Competence
        2.1.3 Definition of Pragmatic Teaching
        2.1.4 Definition of Explicit Instruction
        2.1.5 Definition of Lesson Study
    2.2 Previous Studies
        2.2.1 Previous Studies on Pragmatics
        2.2.2 Previous Studies on Pragmatic Competence
        2.2.3 Previous Studies on Pragmatic Teaching
        2.2.4 Previous Studies on Explicit Instruction
        2.2.5 Previous Studies on Lesson Study
    2.3 Theoretical Basis
        2.3.1 Speech Act Theory
        2.3.2 Politeness Principle
        2.3.3 Schmidt’s Noticing Hypothesis
Chapter3 Research Design of Lesson Study
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 English Pragmatic Test
        3.3.2 Interview
        3.3.3 Teaching Reflections
    3.4 Data Collection
    3.5 Research Procedures
Chapter4 Lesson Study on Explicit Instruction of Pragmatic Competence
    4.1 Analysis of Students
    4.2 The First Cycle
        4.2.1 Analysis of Teaching Materials
        4.2.2 Analysis of Teaching Objectives
        4.2.3 The Teaching Design
        4.2.4 The Implementation of the First Teaching Design
    4.3 The Second Cycle
        4.3.1 Analysis of Teaching Materials
        4.3.2 Analysis of Teaching Objectives
        4.3.3 The Teaching Design
        4.3.4 The Implementation of the Second Teaching Design
    4.4 The Third Cycle
        4.4.1 Analysis of Teaching Materials
        4.4.2 Analysis of Teaching Objectives
        4.4.3 The Teaching Design
        4.4.4 The Implementation of the Third Teaching Design
    4.5 Discussion
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Implications of the pedagogy
        5.2.2 Implications of the Lesson Study
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendix Ⅰ English Pragmatic Test
Appendix Ⅱ Interview Questions
Appendix Ⅲ Teaching Material


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