语际语用学视角下的中国英语学习者语用能力与其发展分析.pdfVIP

Linguistic competence development will not naturally lead to the appropriate use of target language. To change the imbalance of the present situation, interlanguage pragmatic knowledge should be imparted to the students through all stages of language teaching in a separate and explicit way besides grammatical knowledge of the language. In longitudinal research, the writer noticed that after receiving a 15-week-long classroom-based explicit interlanguage pragmatic instruction, the experimental class demonstrated a great improvement in interlanguage pragmatic performance, whereas the controlled class didn’t show any magnificent progress. Data got from the research indicated that interlanguage pragmatic knowledge is teachable. Moreover, the imbalance lies between the pragmalinguistic and sociopragmatic performance of the experimental subjects is distinctly reduced after they received explicit pragmatic instructions. Based on the data got from research and aimed at enhancing language learners ’ interlanguage pragmatic competence, the writer put forward a series of concrete suggestions on how to guide learners’ interlanguage pragmatic development in class. Learners ’ interlanguage pragmatic awareness should also be enhanced in order to enhance their interlanguage pragmatic competence effectively. Key Words: interlanguage pragmatics (ILP); pragmatic competence; pragmatic development; explicit pragmatic instruction II 摘 要 语用能力是指恰当、得体使用所学语言的能力，是交际能力的重要组成部分。语用 能力发展的研究和探索属于语际语语用学(Interlanguage Pragmatics，简称ILP) 的研究范 畴。 语际语用学兴起于二十世纪八十年代，是跨语用学及二语习得研究的交叉性学科，