河南大学 硕士学位论文开题报告.docx

河南大学 硕士学位论文开题报告.docx

《河南大学 硕士学位论文开题报告.docx》由会员分享，可在线阅读，更多相关《河南大学 硕士学位论文开题报告.docx（12页珍藏版）》请在冰点文库上搜索。

河南大学硕士学位论文开题报告

硕士学位论文开题报告书

选题名称初中英语学习者语用能力培养教学策略的实证研究

AnEmpiricalStudy on TeachingStrategies ofDevelopingEnglish

Learners’PragmaticCompetenceinMiddleSchool

培养单位：

河南大学

学科专业：

学科教学（英语）

研究方向：

英语教育

学号：

104754140480

开题人姓名：

高燕平

导师姓名、职称：

李淑静副教授

填表日期：

2015年9月1日

河南大学研究生院制表

填表说明

1.开题报告为A4大小，封面及Ⅰ至Ⅶ项必须用计算机输入，不得随意改变表结构。

开题人应逐项认真填写，完毕，将本表全部打印输出，于左侧装订成册。

2.文字输入部分，一律五号字、仿宋体、单倍行间距编排。

3.“参考文献”著录按照GB7714-87文参考文献著录规则执行。

书写顺序为：

序号·作者·论文名或著作名·杂志或会议名·卷号、期号或会议地点·出版社·页号·年。

4.开题报告应由本学科专业导师组评审通过。

指导教师审阅通过后，由开题人在学科组或更大范围内宣读，并接受质疑、评议。

导师组由三名以上导师组成。

评审合格后，本报告暂由导师负责保管。

5.为加强论文撰写进程的跟踪指导和督查，在论文定稿之前，至少应对研究写作进行三次考察。

开题人要向导师、本学科专业的内研究生汇报论文进展情况，包括论文已经取得的成果、目前面临的难题等，进行充分的讨论，并认真做好记录。

6.论文撰写完成，由导师确定定稿后，方可进入学位申请环节。

本表上交学院研究生教育管理办公室，归入开题人学位档案。

Ⅰ.选题简况

Ⅰ-1拟定论文题目

初中英语学习者语用能力培养教学策略的实证研究

Ⅰ-2论文性质

□基础理论研究；□应用基础研究；□应用技术研究

Ⅰ-3与导师目前研究课题的关系

□其中一部分；□没有关系

Ⅱ.选题依据

Ⅱ-1本选题的研究意义

Withthemodernizationoftransportationfacilitiesandtelecommunicationequipment,cross-culturalcommunicationhasbecomemoreandmorefrequentandnecessary.Alloldnotionsoftimeandspacearebeingchanged.Itisinthissensethatpeopleusuallysaythattheearthisgettingsmallerandsmallerorallthenationshavebeenbroughtintoacommon“GlobalVillage”.Thisrequiresasmoothandsuccessfulcommunicationwithpeoplefromdifferentcultures.Languageisthemostimportanttoolforpeopletocommunicatewithothers.However,evenifonehasskillfullymasteredthegrammaticalknowledgeofaforeignlanguage,andcanspeakthelanguagefluently,hesometimescan’tcorrectlyandproperlyfigureoutwhatpeoplefromdifferentculturessayreallymeansorcan’tmakehimselfunderstood,whichmayresultinmisunderstandingandcommunicativefailures.

Besides,moreattentionhasbeenpaidtolinguisticknowledgeinEnglishteachinginjuniorschoolsinChina,butmuchlesstopragmaticcompetence.MoststudentshavevariouskindsofproblemswhentheyareencounteringnativespeakersofEnglish,thoughtheyhavealargevocabularyandagoodcommandofrulesofgrammar.ItisobviousthatEnglishteachersshoulddevelopthestudents’communicativecompetenceandtreatsitasthegoalofEnglishteaching.Therefore,inordertohelpstudentscommunicatesuccessfullyininterculturalcontext,itissignificantforEnglishteacherstoidentifyandminimizethestudents’pragmaticfailureinEnglishteaching.

Duringtheresearch,wecanfindoutthatthepragmaticcharacteristicsoflearners’interlanguageandtherelationshipbetweenlinguisticcompetenceandpragmaticcompetencehavebeenwellstudied,buttheresearchonthedevelopmentofpragmaticcompetenceandthefactorsinfluencingpragmaticdevelopmenthasnotreceiveddueattentionfromresearchers.ItisinurgentneedtoexplorehowEFLlearnersdeveloptheirpragmaticcompetence.

Sothisresearchattemptstohighlighttheimportanceofcultivatingstudents’pragmaticcompetenceinEnglishlanguageteaching,aimstofindoutunderlyingcausesforpragmaticfailureandsuggestssolutionstoimprovestudents’pragmaticcompetence,andthusachievethegoalofELT.

Ⅱ-2国内外研究现状（文献综述）

Foreignstudiesonpragmaticfailures

Itisgenerallyrecognizedthatthereexistlargequantitiesofpragmaticfailuresininterculturalcommunicationandthatitisveryimportantandnecessarytostudythephenomenonofpragmaticfailureandtheacquisitionofpragmaticcompetence.

Thestudyofpragmaticfailureandacquisitionofpragmaticcompetence（Blum-Kulka1982;Thomas1983;Wolfson1989;Kasper1997,2001）hasgreatlyincreasedinrecentyears.Thesestudies,mostofwhicharebasedonJennyThomas’research“cross-culturalpragmaticfailure”in‘AppliedLinguistics’（1983:

91-112）,haveestablishedthatnon-nativespeakersmightcommitpragmaticfailureevenwhentheyhavewonderfulgrammaticalandlexicalcommandofthetargetlanguage.AccordingtoThomas,pragmaticfailuresarisewhentheinformationthatthehearerreceivesisdifferentfromwhatthespeakerwantstoconvey,orthespeakerthinksthatthehearershouldunderstandwhathesays（Thomas,1983）.Shestressesthatthespeakerandthehearerdonotsharethecommoncontextininterpersonalcommunication.Soitispossibletomisunderstandeachother,pragmaticfailurehasoccurred;theutterancefailstoachievethespeaker’sgoal.Thedangerofpragmaticfailureisthatitislikelytoresultinmisunderstandings,embarrassment,frustration,angerand/orcross-culturalcommunicationbreakdowns.

Thomas（1983）alsodistinguishespragmalinguisticfailureandsociopragmaticfailure.Inherstudy,shestates“pragmalinguisticfailureoccurswhenthepragmaticforcemappedontoalinguistictokenorstructurethatissystematicallydifferentfromthatnormallyassignedtoitbynativespeakers”.Itmayarisefromtwoidentifiablesources:

‘teaching-inducederrors’and‘pragmalinguistictransfer’,whenthelearnerspeaks,she/hemaymakeinappropriatetransferofspeechactstrategiesfromL1toL2,ortransferfromL1toL2utteranceswhicharesemanticallyorsyntacticallyequivalent,butwhich,becauseofdifferent‘interpretivebias’,tendtoconveyadifferentpragmaticforceinthetargetlanguage.Shearguesthatpragmaticforceinthetargetlanguage.Shearguesthatpragmalinguisticfailureissimplyaquestionofhighlyconventionalizedusagewhichcanbetaughtquitestraightforwardlyas‘partofgrammar’,andthusfairlyeasytoovercome.Sociopragmaticfailure,ontheotherhand,isconcernedwiththestudents’systemofbeliefsasmuchashis/herknowledgeofthelanguage,andthereforeisratherdifficulttodealwith.G.Leech（1983）said“thetransferofthenormsofonecommunitytoanothermayleadtopragmaticfailures.”Inotherwords,pragmaticfailurereferstocommunicationbreakdownresultingfrombeingunabletorealizeavarietyofpragmaticdifferences.Differentfromgrammaticalerrors,pragmaticfailurecanberegardedasafactthatanon-Englishnativespeakersarebeingdeliberatelyimpolite,unfriendlyorevenrude.

Onewaytodecreaseinstancesofpragmaticfailureisforstudentstolearnthepragmalinguisticaspectsofthetargetlanguage（Hinkel:

1997;Kasper:

1997;Koike:

1989）.Theseaspectscannotbetaught,however,untilteachersknowwhattheyare.NumerousL2educators（Helt:

1982;Morian:

1983;Seelye:

1993）havepointoutthatL2teachersoftendonotteachpragmalinguisticinformationbecausetheyarenotconsciouslyawareofit;andthislackofconsciousknowledgeistrueforbothnativeandnon-nativeteachersofalanguage（Wolfson:

1989）.

Domesticstudyonpragmaticfailures

Withtheriseofpragmaticsandcross-culturalcommunicationstudyinthewest,Chinesescholarshaveconductednumerousstudiesoncross-culturalcommunicationandpragmaticfailuresincethemid-1980’sandhaveprovidedusefulsuggestionsforforeignlanguageteachinginchina.

ChinesescholarsfollowJ.Thomas’definition（HeZiran,1997:

205;QianGuanlian,1997:

223）.Theybelievethatpragmalinguisticfailureiscausedbyinappropriateinterpretationofcontext（ZhangJuwen:

2000）;sociolinguisticfailureiscausedduetoignoranceormisunderstandingofspeaker’sandhearer’ssocialandculturalbackground（HeZiran,1997:

207）.ButHeZiranpointedoutthattheclassificationintopragmalinguisticfailureandsociopragmaticfailureisnotabsolute.Becausethecontentthatthespeakerintendedtoexpressandthehearer’sinterpretationwillbedifferent,aninappropriatediscoursewilleitherbesociolinguisticorpragmalinguisticerror（HeZiran,1988:

205）.

In1984,HuangCidongfirstsuggested“pragmaticerror”in‘pragmaticsandpragmaticError’（ForeignLanguages1984:

Vol.1）.Byanalyzingtenpragmaticerrorsindetail,hestatesthatlearningalanguage,besidesmasteringitsknowledgeandskills,musthighlightthedifferentapplicationsoflinguisticformsinvariednon-linguisticcontexts.Thearticleischaracterizedwithaqualitativeanalysisanddealswiththedifferentmeaningsofspeechactsbetweendifferentculturalbackgrounds.Consequently,theauthorsuggeststhatpragmaticcontentregardingspeechactsshouldbeaddedtotextsandtaughttolearners.Thisistheoutsetofdomesticresearchofpragmaticfailure.

HeZiranandYanZhuang（1986）madearesearchintotheChinese-Englishpragmaticdifferenceson79younglinguisticteachersfromseveraluniversities.Thefindingsrevealthatlackofpragmaticcompetenceisoneofthesevereproblemsinsecondlanguageacquisition.WangZhenya（1990）alsomadeaninvestigationwithasocio-culturaltest.Thetestincludes60questionscoveringsuchculturalitemsaspolitics,geography,history,literature,andreligion.Thefindingsindicatethat:

1）thelinguisticcompetenceisnotalwaysconsistentwiththeculturalcompetence;and2）theculturalcompetenceisworsethanthelinguisticcompetence（HuWenzhong108-118）.

Pragmaticfailureisoneofthereasonscausingcross-culturalcommunicationbreakdown.Inthe1980’s,domesticscholarsbeganthestudyofitandhaveaccomplishedsomeresults,forexample,DengYanchang,LiuRunqing（1989）,HeZiran（1988）,HuWenzhong（1985,1988）,WangDexing（1990）.Amongthem,Wang’sarticle,labeledas‘pragmaticproblemsincross-culturalcommunication’（ForeignLanguageTeachingandResearch.1990.Vol.4）,IntroducesthereasonsofPFandinwhichaspectsChineselearnerstendtoproducethemostpossiblePF.Probingintotheprocessofcross-culturalcommunication,WangthinksthatPFconcernwithboththeculturalandlinguisticconventions,andthedifferencesbetweenthemintwoculturesaretheultimatecauseofit.Hisinvestigationdisplayslearners’pragmaticproblemslieinnineaspects,say,appellation,greet