【摘要】：語(yǔ)言交際能力是指學(xué)習(xí)者能夠運(yùn)用目的語(yǔ)得體地進(jìn)行交際的能力,對(duì)于二語(yǔ)習(xí)得者來(lái)說(shuō)至關(guān)重要。而在語(yǔ)言交際能力當(dāng)中,語(yǔ)用能力是一個(gè)重要的組成部分。國(guó)外的學(xué)者很早就開(kāi)始研究學(xué)習(xí)者語(yǔ)用能力的培養(yǎng),相關(guān)方面的著作、論文有很多。近幾年,對(duì)外漢語(yǔ)學(xué)術(shù)界開(kāi)始逐漸意識(shí)到語(yǔ)用能力的重要性,相關(guān)方面的研究也越來(lái)越多,對(duì)外漢語(yǔ)教師越來(lái)越注重對(duì)學(xué)生語(yǔ)用能力的培養(yǎng)和訓(xùn)練。本文將生活中經(jīng)常出現(xiàn)的“請(qǐng)求”言語(yǔ)行為作為文章的切入點(diǎn),通過(guò)分析留學(xué)生實(shí)施漢語(yǔ)請(qǐng)求言語(yǔ)行為的狀況,并與漢語(yǔ)本族語(yǔ)者進(jìn)行對(duì)比,進(jìn)而考察留學(xué)生的語(yǔ)用能力。本文主要探討下面兩個(gè)問(wèn)題:一、將留學(xué)生與中國(guó)人、中級(jí)留學(xué)生與高級(jí)留學(xué)生實(shí)施請(qǐng)求言語(yǔ)行為的情況進(jìn)行比較,進(jìn)而分析留學(xué)生請(qǐng)求言語(yǔ)行為的語(yǔ)用特點(diǎn)、請(qǐng)求策略和外部修正策略的使用情況,以及考察留學(xué)生的語(yǔ)用能力發(fā)展情況。二、調(diào)查結(jié)果和研究結(jié)論對(duì)對(duì)外漢語(yǔ)教學(xué)有哪些啟發(fā)?本文通過(guò)問(wèn)卷調(diào)查的方法,對(duì)中級(jí)和高級(jí)水平的留學(xué)生實(shí)施請(qǐng)求言語(yǔ)行為的情況進(jìn)行了考察,并與漢語(yǔ)本族語(yǔ)者進(jìn)行了對(duì)比分析。研究結(jié)果表明:1.中高級(jí)水平的留學(xué)生漢語(yǔ)語(yǔ)言水平較高,同時(shí),已具備了一定的漢語(yǔ)語(yǔ)用能力。2.與本族語(yǔ)者相比,留學(xué)生的語(yǔ)用能力不高,而且語(yǔ)用能力與語(yǔ)言能力不是正相關(guān)關(guān)系,即語(yǔ)言水平高的留學(xué)生不一定具有較高的語(yǔ)用能力。經(jīng)過(guò)分析,我們總結(jié)得出導(dǎo)致留學(xué)生漢語(yǔ)語(yǔ)用能力低下的原因總共有以下幾點(diǎn):首先,留學(xué)生對(duì)中國(guó)文化的了解不足;其次,留學(xué)生母語(yǔ)及其母語(yǔ)文化的影響;最后,對(duì)外漢語(yǔ)教材編寫(xiě)存在不足,課堂教學(xué)對(duì)培養(yǎng)和提高學(xué)生的語(yǔ)用能力不夠重視。根據(jù)留學(xué)生實(shí)施請(qǐng)求言語(yǔ)行為的特點(diǎn),我們認(rèn)為,首先,在教材編寫(xiě)方面,需注意教材中的語(yǔ)料要真實(shí)、準(zhǔn)確,在選擇語(yǔ)料時(shí),要盡量全面,另外還要符合中國(guó)人的表達(dá)習(xí)慣。其次,在教師教學(xué)方面,教師要變換課堂語(yǔ)用教學(xué)方式,注重從四個(gè)方面培養(yǎng)留學(xué)生的語(yǔ)用能力:第一,教師應(yīng)盡量為學(xué)生選擇一些真實(shí)的語(yǔ)料和語(yǔ)境;第二,教師應(yīng)該為學(xué)生補(bǔ)充重要的元語(yǔ)用知識(shí);第三,教師應(yīng)為學(xué)生提供適當(dāng)?shù)牟倬?用來(lái)鞏固和提高;第四,教師應(yīng)當(dāng)定期為學(xué)生提供反饋。最后,在留學(xué)生學(xué)習(xí)方面,我們認(rèn)為,留學(xué)生應(yīng)充分利用語(yǔ)言環(huán)境,多與中國(guó)人交流,多多了解中國(guó)文化,此外在學(xué)習(xí)的過(guò)程中也要不斷地反思。
[Abstract]:Communicative competence refers to the learners' ability to use the target language to communicate appropriately, which is of great importance to the second language learners. In the communicative competence, pragmatic competence is an important part. Foreign scholars have been studying the cultivation of learners' pragmatic competence. In recent years, the academic circles of TCFL have begun to realize the importance of pragmatic competence, and there are more and more researches on the relevant aspects. TCFL teachers pay more and more attention to the cultivation and training of students' pragmatic competence. This paper takes the "request" speech act, which often appears in life, as the starting point of the article. By analyzing the situation of the foreign students' implementation of the Chinese request speech act, and comparing it with the native speakers of Chinese, the paper then investigates the pragmatic competence of the foreign students. This paper mainly discusses the following two questions: first, compare the situation of the foreign students with the Chinese, the middle students and the senior students, and then analyze the pragmatic characteristics of the foreign students' request speech acts. The use of request strategy and external correction strategy, as well as the development of foreign students' pragmatic competence. Second, what are the implications of the findings and conclusions for teaching Chinese as a foreign language? By means of questionnaire, this paper investigates the situation of foreign students at intermediate and advanced levels in implementing the speech act of request, and makes a comparative analysis with the native speakers of Chinese. The results of the study show that 1: 1. At the same time, the foreign students at middle and advanced level have a high level of Chinese language proficiency, and they already have some Chinese pragmatic competence. 2. Compared with native speakers, the pragmatic competence of foreign students is not high, and the relationship between pragmatic competence and language competence is not positive, that is, foreign students with high language proficiency do not necessarily have higher pragmatic competence. After analysis, we conclude that the reasons for the low pragmatic competence of foreign students are as follows: first, the foreign students do not know enough about Chinese culture; secondly, the influence of foreign students' mother tongue and their mother tongue culture; finally, There are shortcomings in compiling textbooks for TCFL, and insufficient attention is paid to the cultivation and improvement of students' pragmatic competence in classroom teaching. According to the characteristics of foreign students' speech acts of request, we think that, first of all, in the compilation of textbooks, we should pay attention to the authenticity and accuracy of the data in the textbooks, and try to be as comprehensive as possible in selecting the corpus, and in addition, accord with the expression habits of the Chinese people. Secondly, in the teaching of teachers, teachers should change the teaching methods of classroom pragmatics, pay attention to cultivating the pragmatic competence of foreign students from four aspects: first, teachers should choose some real corpus and context for students as far as possible; second, Teachers should supplement students with important meta-pragmatic knowledge; third, teachers should provide appropriate exercises for students to consolidate and improve; fourth, teachers should provide feedback to students on a regular basis. Finally, in the aspect of studying abroad, we think that students should make full use of the language environment, communicate more with Chinese people and learn more about Chinese culture. In addition, they should constantly reflect on it in the process of studying.
【學(xué)位授予單位】：西安外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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