外语环境下英语学习策略与语用能力及意识的关系研究

论文摘要

学习一门外语的最终目的是为了交流。语用能力是交际能力的重要组成成分,它是一种恰当、得体地使用目标语的能力。语用意识的水平一定程度上决定语用能力的发展。语际语用学的主要研究热点之一是关于学习者语用能力的发展。前人主要在描述语用能力及探讨语用能力和语法能力的关系方面做了大量研究,而对于影响语用能力和语用意识发展因素的探索才刚起步。本论文旨在通过实证研究探究在中国外语环境中英语专业学生的语用能力、语用意识与学习策略之间的相关关系,以期对语用发展有更深的理解并为教学中语用意识的培养及语用能力的提高提供启示。具体而言,本文将探讨英语专业学生语用能力、语用意识与学习策略使用的现状及它们之间的关系。西南地区一所高校的180名英语专业大一学生参与了此项调查研究。受试完成了两份调查问卷,一份是Oxford的学习策略问卷,另一份是修订后的Bardovi-Harlig & Dornyei的语用能力及意识问卷。数据收集后运用了描述统计、t检验、单因素方差分析、Pearson相关分析及回归分析等方法进行处理。研究结果如下：（1）本研究显示,被试的学习策略总体使用情况属中等水平,他们的语用能力水平相对比较高；（2）男女生在记忆、认知、情感、学习策略总分及语用意识程度上有显著差异,在记忆、认知、情感、学习策略总分上均是男生得分高于女生,在语用意识程度上女生得分高于男生；（3）语用能力与语用意识程度显著正相关、它学习策略总分之间显著负相关,语用意识程度与学习策略总分显著负相关；（4）逐步回归分析结果发现语用能力和社交策略对语用意识程度有显著的预测作用；（5）在对学生的语用意识程度影响的路径分析中,我们发现学习策略和语用能力都对语用意识有影响,语用能力可能是个中介变量。基于以上研究结果,本文进一步给出了在外语坏境下进行语用学习和语用教学的一些启示并对培养语用意识和未来研究提出了建议。

论文目录

Acknowledgements

Abstract

内容摘要

Chapter One Introduction

1.1 Research Background

1.2 Significance of the Study

1.3 Research Problems

1.4 Overview of the Thesis

Chapter Two Literature Review

2.1 Interlanguage Pragmatics and Second Language Acquisition

2.2 Competence and Performance, Grammar and Pragmatics

2.3 Pragmatic Competence

2.3.1 The Definitions of Pragmatic Competence

2.3.2 Studies on Second Language Learners'Pragmatic Competence Home and Abroad

2.3.2.1 Researches Abroad

2.3.2.2 Studies in China

2.4 Pragmatic Competence Development in ESL Situation and EFL Situations

2.5 Noticing Hypothesis Developed in Pragmatics

2.6 Learning Strategies

2.6.1 Definitions of Learning Strategies

2.6.2 Classification of Language Learning Strategies

2.6.3 Research on Factors Influencing the Choice of Language Learning Strategies

Chapter Three The Present Study

3.1 Hypothesis

3.2 Subjects

3.3 Instrumentation and Data Collection

3.4 Data Analysis

Chapter Four Results and Discussion

4.1 Answers to Each Research Question

4.2 Best Predictors of Pragmatic Awareness

4.3 Causal Model of Pragmatic Awareness Based on Learning Strategies

Chapter Five Pedagogical Implications and Conclusions

5.1 Major Findings

5.2 Pedagogical Implications

5.2.1 Incorporating Pragmatic Instruction into Teaching and Learning Goals

5.2.2 Integrating Learning Strategies into Pragmatic Instruction

5.2.3 Raising Learners'Pragmatic Awareness through Classroom Instruction

5.2.4 Treating Learners'Sexual Differences Appropriately

5.2.5 Encouraging Output and Organizing Activities

5.2.6 Promoting Teacher-development

5.3 Limitations

5.4 Recommendations

5.5 Conclusions

References

Appendix A Questionnaire on English Learning Strategies and Pragmatic Competence/Awareness

Appendix B Subjects'Scores in the Questionnaire

外语环境下英语学习策略与语用能力及意识的关系研究

论文摘要

论文目录

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