第二语言语用能力的发展

第二语言语用能力的发展

图书基本信息
出版时间:2009-11
出版社:上海交通大学出版社
作者:孙晓曦 著
页数:245
书名:第二语言语用能力的发展
封面图片
第二语言语用能力的发展

前言
  在语言发展的早期,语用系统占有重要的地位。语言技能中的语言运用因素也是全面了解语言系统发展过程全貌的一个重要因素。这一点在语言学界早已达成共识。但尽管如此,有关语用能力(pragmatic competence)习得方面的研究工作极少,尤其在我国,现有文献中针对英语初学者第二语言语用能力发展的研究还很缺乏。为弥补这一缺憾,本研究描述和探索了母语为汉语的小学生英语语用能力的发展过程。  本书研究的具体问题为:  (1)母语为汉语的小学生英语语用能力呈现出怎样的发展趋势?  (2)母语为汉语的小学生英语语用能力的发展呈现哪些特点?  (3)母语为汉语的小学生英语语用能力的发展受何种因素影响?这些因素又是如何影响学生英语语用能力发展的?  全书分为八个章节。第一章为导论,阐述了第二语言语用能力研究的背景、目的和意义。第二章为理论背景,介绍了第二语言语用能力研究的历史,语用能力、交际行为的定义,交际行为评价表——精简版(INCA-A)的理论依据及特点,语用能力发展的其他指标,如交际策略、程式化语言,影响第二语言语用能力发展的因素等。第三章介绍了本研究所采用的方法,即数据收集和分析的过程。第四章是定量研究,即根据不同年级小学生的交际行为频率变化,揭示其第二语言语用能力发展过程的特点。第五章是定性研究,即通过实例分析,描述不同年级小学生交际行为的特点及模式,进而探讨其第二语言语用能力发展。
内容概要
本书以“交际行为评价表(精简版)”为框架,在社会交际层面、言语行为层面和社会交际-言语行为结合层面观察了母语为汉语的小学生在交际中英语的使用情况,并分析描述了他们第二语言语用能力的发展特点和模式。本书进一步分析了母语为汉语的小学生交际策略、程式化语言的使用特点及第二语言语法能力对语用能力发展的影响,较全面地揭示了母语为汉语的小学生第二语言语用能力的发展,同时证明了儿童母语语用能力发展研究中广泛使用的分析框架交际行为评价表-精简版(INCA-A)在第二语言语用能力发展研究中的可行性。
作者简介
  王同顺,教授,博士生导师。毕业于上海外国语大学,先后在英国伯明翰大学和美国旧金山州立大学访学。曾任上海交大外国语学院院长,获得上海市高校优秀青年教师称号,国家级优秀教学成果奖二等奖,上海市优秀教学成果奖一等奖,教育部优秀教材一等奖。
  从事应用语言学研究,主要方向为二语习得、大纲设计等,并长期从事教材编写,近十年出版《多维英语——探索》、《多维英语——熟谙》、《新视角研究生英语读说写》等教材30余本:发表论文20余篇。
书籍目录
1 Introduction
 1.1 Background   1.2 Research
background
of
the
present
study   1.3 Research
objective
and
outline
of
the
book  2
The
Pragmatic
and
Acquisitional
Perspectives on
L2
Pragmatics
 2.1 Introduction   2.2 A
pragmatic
perspective   2.3 Other
indexes
of
L2
pragmatic
development   2.4 A
second
language
acquisitional
perspective-influence
of
L2
grammatical
competence   2.5 Summary  3
Research
Design
 3.1 Introduction   3.2 Research
questions   3.3 Procedures
of
data
collection
and
transcription   3.4 Data
analysis   3.5 Summary  4
Developmental
Pattern
of
Chinese
Children EFL
Learners'
Performance
of
CAs
 4.1 Introduction   4.2 General
measures
of
chinese
Children
EFL
learners
pragmatic
competence   4.3 Repertoire
of
social
interchanges
engaged
in
by
children
  4.4 Repertoire
of
speech
acts
engaged
in
by
children   4.5 English
pragmatic
flexibility
of
children   4.6 Summary  5
Developmental
Characteristics
of
Chinese
Children
EFL
Learners'
Performance
of
CAs
 5.1 Introduction   5.2 Examination
of
CA
at
the
social
interchange
level
across
the
four
grades   5.3 Examination
of
CA
at
the
speech
act
level
across
the
four
grades   5.4 Examination
of
CA
at
the
social
interchange-speech
act
combination
level
across
the
four
grades   5.5 Summary  6
Other
Indexes
of
Chinese
Children
EFL
Learners'
Pragmatic
Development
 6.1 Introduction   6.2 Strategies
used
by
Chinese
children
EFL
learners
in
performing
the
speech
acts
of
request
and
apology  6.3 Formulaic
speech
in
children's
utterances   6.4 Summary  7
The
Factor
Influencing
1-2
Pragmatic
DeveloPment
of
Chinese
Children
EFL
Learners
 7.1 Introduction   7.2 The
effect
of
L2 grammatical
competence
on
L2
pragmatic
development
at
the
interchange
level   7.3 The
influence
of
L2
grammatical
competence
on
L2
pragmatic
development
at
the
speech
act
level   7.4 The
effect
of
L2
grammatical
competence
on
L2
pragmatic
development
at
the
combination
level   7.5 Summary  8
Conclusion
and
Implications
 8.1 Introduction   8.2 Conclusion   8.3 Implications  References

章节摘录
  In
order
to
work
on
the
development
of
pragmatic
competence
in
children,
Rose
(2000)
conducted
a
study
of
pragmatic
development
in
production
of
request,
apology
and
compliment
response
by
three
different
proficiency
groups
of
ESL
students
in
a
primary
school.
By
adopting
a
cartoon-based,
oral-production
tasks,
Rose
provided
the
evidence
that
the
high-proficiency
learners
tended
to
use
more
indirect
request
strategies,
more
supportive
moves
in
apologizing,
more
apology
adjuncts
and
more
compliment-response
adjuncts.
Developmental
studies
of
pragmatic
comprehension
in
L2  Compared
to
the
studies
on
pragmatic
production,
there
are
fewer
studies
on
the
development
of
ESL
or
EFL
learners
ability
to
comprehend
the
communicative
meaning.
A
series
of
longitudinal
studies
of
this
kind
were
conducted
by
Bouton
(1988,
1989,
1992,
1994)
who
took
four
and
a
half
years
to
track
how
his
participants
(who
were
NNSs
of
English)
gradually
developed
the
ability
to
understand
implicature
in
English.
The
data
from
the
studies
informed
him
that
there
was
a
developmental
sequence
in
the
interpreting
of
implicature.  One
of
the
earlier
cross-sectional
studies
on
development
of
pragmatic
comprehension
was
conducted
by
Carrell
(1981).
In
order
to
find
a
possible
degree
of
difficulty
in
understanding
indirect
requests,
Carrell
chose
learners
at
four
proficiency
levels——low-intermediate,
intermediate,
high-intermediate,
and
advanced,
and
asked
them
to
interpret
a
single
request
which
was
expressed
in
different
forms
varying
from
the
positive
to
negative
and
to
the
ones
with
complex
syntactic
structures.
It
seemed
that
all
of
the
four
groups
could
interpret
the
requests
in
simple
positive
or
negative
forms,
but
the
lower
proficiency
level
did
have
difficulty
in
understanding
the
requests
in
syntactically
complex
forms,
which
indicated
a
hierarchy
of
difficulty.
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