Pragmatic Competence and English Teaching 语用能力与英语教学.docx

Pragmatic Competence and English Teaching 语用能力与英语教学.docx

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PragmaticCompetenceandEnglishTeaching语用能力与英语教学

语用能力与英语教学

PragmaticCompetenceandEnglishTeaching

Abstract

MoreandmoreresearchersinESL/EFLacquisitionareconvincedthatsuccessfullanguageacquisitioninvolvesnotonlylinguisticaccuracy,butalsopragmaticfluency.Tohelpsecondlanguagelearnersmasterthepragmaticusagesandenablethemtocarryonsmoothcommunicationwithnativespeakersisgainingitsimportance.However,despitetheabundantresearchesongrammarandlinguisticaccuracy,researchesonpragmaticcompetenceofChineseEFLlearnersandclassroompragmaticteachingstrategieshavelongbeenignoredinChina.Thispaperaimsatprovidingconcreteteachingideastothosewhoareunsureofhowtoincorporatethesepragmaticformsintotheirregularinstructionalprograms.Firstwedealtwithteacheranalysisofspeechacts,thenwecometocognitiveawarenessskills,nextthereceptive/integrativeskillsandcontrolledproductiveskills,last,wecometoafree,integratedpractice.

Keywords:

pragmaticcompetence;teachingstrategies;pragmaticforms

摘要

英语教学学者相信只有将语言准确性与语用能力相结合的教学,才能全面提升外语学习学生的沟通和交际能力。

培养学生语言正确性,并且使其在跨文化交际和语用能力上也能相对提升，进而具备与英语为母语的人士顺利沟通的能力与技巧，显得越来越重要。

尽管国内关于语言准确性和语法教学的研究层出不穷，关于中国学生语用能力培养和课堂语用教学的研究很少。

本文旨在提供一种具体的教学思想来帮助那些不确定对如何培养语用能力模式并把其运用到日常具体的教学过程中的人。

首先我们探讨的是教师讲解分析言语行为；其次是认知能力训练，再次接受型训练；然后是指导型产出训练；最后是自由、综合训练。

关键词：

语用能力;教学策略;语用模式

Contents

摘要…...…………………………………………………………………….……..

Abstract…………………………………..…………………………………………

.Introduction………………………………………………………………………1

.TeacherAnalysisoftheSpeechAct…………………………………………….2

.PragmaticAwarenessandCompetenceTeaching…………………………....3

3.1CognitiveAwarenessSkills…………………………………………………..3

3.1.1Presentation/DiscussionTechniques…………………………………...3

3.1.2Student-DiscoveryProcedure………………………………………….3

3.2Receptive/IntegrativeSkills………………………………………………….4

3.2.1Teacher-GeneratedMaterial……………………………………………4

3.2.2NaturalData……………………………………………………………4

3.3ControlledProductiveSkills………………………………………………....5

3.3.1Cloze-TypeExercise…………………………………………………...6

3.3.2Situation/RolePlay…………………………………………………....6

3.4Free,IntegratedPractice……………………………………………………10

.Conclusion……………………………………………………………………..12

Bibliography….........................................................................................................13

.Introduction

Itisconsideredalmostaxiomaticthatthosewhoareacquiringasecondlanguageneedtogainmasteryoverthepragmaticrulesofthetargetlanguage（Paulston,1975;Canale&Swain,1980）.Linguisticaccuracyinasecondlanguageisoneimportantfeaturetobelearned,butapersonneedstoachievefunctionalabilitiesinthesecondlanguageaswell.Itisnecessarytolearnhowtounderstandandcreatelanguagethatisappropriatetothesituationsinwhichoneisfunctioning,employingtheproperillocutionarypatternsinaccordancewiththesocialculturalparametersofthespecificsituation,becausefailuretodosomaycauseuserstomisskeypointsthatarebeingcommunicatedineitherthewrittenortheorallanguageorhavetheirmessagebemisunderstood.Worseyetisthepossibilityofatotalcommunicationbreakdownandthestereotypicallabelingofthesecondlanguageusersaspeoplewhoareinsensitive,rudeorinept（Thomas,1983,1984;Bardovi-Harling,Hartford,Mahan-Taylor,1991）.

Althoughmuchresearchonpragmaticshasappearedintheliteratureinthepastfewdecades,littleofitisaddressedtoclassroominstructorswhoneedtodeviseandimplementpracticalteachingstrategiesforthereclassroomsbeyondageneralcaveattosomehowincludethoseinformationinateachingcurriculum（Scarcella,1990;Bardove-Harling1991;andOlshain&Cohen,1991）.Themasteryofcorrectformsoflanguagedoesnotguaranteeappropriateuseofthelanguageandthelackofpragmaticcompetencemayresultinpragmaticfailure.

Thispaperaimsatprovidingamodalforteachingsecondlanguagelearnerspragmaticcompetence,andprovidingconcreteteachingideastothosewhoareunsureofhowtoincorporatethesepragmaticformsintotheirregularinstructionalprograms.Thismodelrequiresinstructorstoadaptthisframeworktothespecificconditions（teacher,student,andmaterial）ineachclassroom.Itisdividedintofivecomponents:

（1）teacheranalysisofspeechacts,

（2）cognitiveawarenessskills,（3）receptive/integrativeskills,（4）controlledproductiveskills,and（5）free,integratedpractice.

.TeacherAnalysisoftheSpeechAct

Inordertoteachaspeechact,theclassroominstructormustfirstdetermineexactlywhattobetaughtandunderwhatcircumstances.Thismeansthattheteachermustfirstidentifythespeechactanditsspecificmanifestations.Forexample,ifthelessonisfocusoncomplimentsinEnglish,theinstructormustfirstidentifywhatlinguisticformsareusedforcompliments.Thisinformationcanbeobtainedfromsomescholarlyarticlesorinsomepublishedtextbooks.Teacherscanalsoengageintheirowninvestigations（Bardovi-Harling,1992）.

Thentheteachermustrelatethismaterialtothespecificclassinwhichthelessonwillbetaught.Basicquestionshouldbeasked;

1.Inwhatsituationsifany,willmystudentsemployorencounterthepattern（atwork,athome,atplay,etc.）?

2.Withwhomwillthepatternbeused（nativeornonnativespeakersofEnglish,friends,associates,acquaintances,teachers,bosses.etc.）?

3.Whatisthesocialstatusofeachspeaker（equal,superior,inferior）?

4.Arethereotherfactorsinvolvedwhenthespeechactwillbeused（age,gender,etc.）?

5.Whattopicswillbediscussedwhenthespeechactisused（clothing,workhabits,personalbehavior,etc.）?

Becausespeech-actusagevariesbasedonalloffactors,teachersneedtofocusonthesespecificstoseeifthematerialisaccurateandmeetsthestudents’needs.Withoutsuchquestioning,whatistaughttostudentsmaybeofdubiousvalueifitdoesnotrepresentreallanguageuse.

Oneadditionalquestionis:

Howdoesthespeechpatternmanifestitselfinthestudents’nativelanguage（inbothitslinguisticformsandoccasionsforuse）?

Ashasbeenpointedout（Kasper&Blum-Kulka）pragmaticusagediffersacrosslanguage,anditisimportanttoseeiftherearedifferencesbetweenthefirstandsecondlanguage.InEnglishasasecondlanguage（ESL）situation,thismaybedifficulttoaccomplishowingtothemultiplicityofnativelanguageamongthestudentsand/ortheteacher’sunfamiliaritywiththestudents’nativelanguage.However,inanEnglishasaforeignlanguage（EFL）situation,whereclassesaremorelinguisticallyhomogeneousandtheteachermaybeanativespeakerorquitefamiliarwiththestudents’firstlanguage,theinformationmaybeusefulinunderstandinghowthespeechactmayormaynotcausedifficultiesforstudents.Further,itcanhelpaninstructordetermineifitisimportantforstudentstolearnthespeechactatall,becausetheymaynotonlybetalkingtosimilarnonnativespeakers.

.PragmaticAwarenessandCompetenceTeaching

3.1CognitiveAwarenessSkills

Cognitiveawarenessactivitiesaredesignedtomakelearnersconsciouslyawareofdifferencebetweenthenativeandtargetlanguagespeechacts.Therationaleforthisapproachisthatsuchdifferencesareoftenignoredbylearnersandgounnoticedunlesstheyaredirectlyaddressed（Schmidt,1993.）Theemphasisisusuallyplacedonboththelinguisticmanifestationsofthespeechacts（i.e.,thegrammar）andthesociolinguisticfeatures（i.e.,thesituation,theparticipants,thestatusofthoseinvolved,etc.）.Twomajortechniquesarecommonlyemployed:

presentationanddiscussionofresearchfindingsonspeechacts,andastudent-discoveryprocedurebasedonstudents’obtaininginformationthroughobservations,questionnaires,andinterviews.

3.1.1Presentation/DiscussionTechniques

Usingpresentation/discussiontechniques,informationfromresearchonspeechactsispresentedtostudentssothattheycanstudyhowspeechactsmanifestthemselvesinthesecondlanguage（Bardovi-Harlig1991）.Generally,theworksonspeechactsaredistilled,andtheinformationispresentedtostudentsinmanageable,understandableforms.Whenitisemployedbyteachers,teachersshouldprovidedetailedinformationontheparticipants,theirstatus,thesituations,andthespeecheventsthatareoccurring,becausemerelypresentinglinguisticformulaswithoutsuchbackgroundinformationcanleadtoovergeneralizationsonhowspeechactsfunctioninreallifesituations.Nowthattheinstructorhasdefinedwhatneedstobetaught,theinformationshouldbepresentedtotheclass.Thisstageinvolvespresentingthematerialstothestudentssothattheydevelopanunderstandingofthepragmaticfeature.Theteachershouldpresentnaturallyoccurringexamplesofthespeechact.Thesemodelsshouldbereprehensiveofthesituational,participant,status,andtopicfactorsdiscussedearlier.Theactualapproachcanbeinductive（fromdatatorules）ordeductive（rulestodata）;theexplanationofferedcanbeinEnglishorinthestudentsnativelanguage.TheimportantthingisthatstudentstounderstandthelinguisticcomponentsofthepatternandhowtheyfunctioninEnglishsothattheycanusethisknowledgeinmeaningfulwaysintheactivitiesthatfollow.

3.1.2Student-DiscoveryProcedure

Oneactivitythatcanbeusedistohavestudentsobtaintheirowndataonthespeechact.Thishelpstoovercomethelackofpublished,availableresearchfindingsincertainareasorthelackofaccuratedepictionsofspeechactsinavailablestudents’texts.Itcanalsoproviderealisticinformationonhowspeechactsfunctionintheparticularenvironmentwherethestudentsfindthemselves.Studentscaneitherbesentouttoobserveand