【摘要】：近年來(lái),語(yǔ)用能力的研究熱點(diǎn)之一在于語(yǔ)言學(xué)習(xí)者語(yǔ)用能力發(fā)展的研究。國(guó)內(nèi)外學(xué)者針對(duì)語(yǔ)用能力做出了許多的貢獻(xiàn)。2001年Niezgoda和Roevert提出要深入全面發(fā)展語(yǔ)用能力研究,必須要考慮影響學(xué)習(xí)者語(yǔ)用能力發(fā)展方方面面的因素,比如,學(xué)習(xí)者的個(gè)性別差異,認(rèn)知方式差異,動(dòng)機(jī)差異等等,許多有關(guān)語(yǔ)際語(yǔ)用的研究已經(jīng)意識(shí)到個(gè)體差異是影響語(yǔ)用能力發(fā)展的重要因素之一,但通過(guò)可靠的數(shù)據(jù)檢試個(gè)體差異中的認(rèn)知風(fēng)格差異與語(yǔ)用能力二者之間的關(guān)系的研究卻屈指可數(shù)。這篇文章通過(guò)實(shí)證研究,采用定性及定量相結(jié)合的研究方法,探討了初中生群體目前的語(yǔ)用能力及其場(chǎng)獨(dú)立與場(chǎng)依賴認(rèn)知風(fēng)格與語(yǔ)用能力的相關(guān)性,以語(yǔ)用能力中的三個(gè)維度：言語(yǔ)行為(語(yǔ)用語(yǔ)言能力)、會(huì)話含義及禮貌程度(社會(huì)語(yǔ)用能力)為例。探討以下研究問(wèn)題：目前初中階段學(xué)生的場(chǎng)認(rèn)知方式分布如何?初中階段學(xué)生在言語(yǔ)行為、會(huì)話含義和禮貌用語(yǔ)這三方面的語(yǔ)用能力如何?場(chǎng)認(rèn)知方式(場(chǎng)獨(dú)立／依存)不同的學(xué)生在這三方面語(yǔ)用能力的發(fā)展呈現(xiàn)怎樣的關(guān)系?場(chǎng)認(rèn)知方式(場(chǎng)獨(dú)立/依存)不同的學(xué)生在這三方面語(yǔ)用能力是否表現(xiàn)出明顯的差異?結(jié)果顯示初中生群體中場(chǎng)依賴認(rèn)知方式的學(xué)生較場(chǎng)獨(dú)立認(rèn)知方式的學(xué)生多。同時(shí)他們的整體語(yǔ)用能力較差,尤其是在理解會(huì)話含義這一語(yǔ)用范疇上；場(chǎng)認(rèn)知風(fēng)格與語(yǔ)用能力中的理解及表達(dá)言語(yǔ)行為這一語(yǔ)用語(yǔ)言能力范疇上并不存在顯著的相關(guān)性,而其與理解會(huì)話含義及禮貌反映方面的社會(huì)語(yǔ)用能力上存在顯著的相關(guān)性。不同場(chǎng)認(rèn)知方式在言語(yǔ)行為及會(huì)話含義理解這兩方面呈現(xiàn)出了并不是特別顯著的差異,而在禮貌反映方面幾乎沒(méi)有差異。研究結(jié)果證實(shí)了初中階段英語(yǔ)學(xué)習(xí)者的語(yǔ)用能力與場(chǎng)認(rèn)知方式有著部分的相關(guān)性,尤其與社會(huì)語(yǔ)用能力方面。因此在初中英語(yǔ)教學(xué)中,應(yīng)充分考慮和利用學(xué)習(xí)者的不同場(chǎng)認(rèn)知方式,并同時(shí)改進(jìn)教學(xué)中的社會(huì)文化輸入,從而更有效地促進(jìn)學(xué)習(xí)者的語(yǔ)用能力發(fā)展。
[Abstract]:In recent years, one of the hotspots of pragmatic competence is the development of language learners' pragmatic competence. Scholars at home and abroad have made many contributions to pragmatic competence. In 2001, Niezgoda and Roevert proposed that in order to develop pragmatic competence in an all-round way, factors affecting the development of learners' pragmatic competence must be taken into account, such as the gender differences of learners. Cognitive style differences, motivational differences, and so on. Many studies on interlingual pragmatics have recognized that individual differences are one of the important factors affecting the development of pragmatic competence. However, the relationship between cognitive style differences and pragmatic competence in individual differences through reliable data examination is few and far between. Based on the empirical study and the qualitative and quantitative methods, the present pragmatic competence of junior high school students and the correlation between field independence and field-dependent cognitive style and pragmatic competence are discussed. Take three dimensions of pragmatic competence: speech act (pragmatic language competence), conversational implicature and politeness (social pragmatic competence). The following research questions are discussed: what is the distribution of students' field cognitive style in junior middle school? What are students' pragmatic competence in speech act, conversational implicature and politeness in junior middle school? What is the relationship between the development of pragmatic competence of students with different field cognitive styles (field independence / dependence) in these three aspects? Do students with different field cognitive styles (field independence / dependence) show significant differences in pragmatic competence in these three aspects? The results showed that there were more students who depended on cognitive style in middle school group than those in field independent cognitive style. At the same time, their overall pragmatic competence is poor, especially in the pragmatic category of conversational implicature, and there is no significant correlation between field cognitive style and the category of pragmatic competence of understanding and expressing speech acts in pragmatic competence. It has a significant correlation with the social pragmatic competence in understanding conversational implicature and politeness. There is no significant difference in speech act and conversational implicature between different field cognitive styles, but there is almost no difference in politeness response. The results show that the pragmatic competence of English learners in junior middle school is partly related to the field cognitive style, especially to the social pragmatic competence. Therefore, in junior middle school English teaching, we should fully consider and make use of learners' different field cognitive styles and improve the social and cultural input in teaching so as to promote the development of learners' pragmatic competence more effectively.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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