非英语专业学生英语语用能力的发展策略研究
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摘要
随着社会的进步与发展，世界各国具有不同文化背景的人们之间的交往越来越频繁。为了能顺利地实现交际目的，外语学习者不单需要掌握牢固的外语语言性知识，还需要具有一定的语用性知识，具备必要的语用能力。这样他们就能根据语境得体地表达自己的意图，准确理解对方的话语意义，并能有效地避免语用失误。但学习者和教师往往都没能特别重视语用能力，人们通常都把注意力集中在对语言能力的训练和培养上，忽视了语用能力的发展，这就导致了语言能力和语用能力发展的不平衡，学习者通晓语法规则、掌握大量词汇，却不能实现顺利交际的目的。
本研究以语用学理论为基础，以105位非英语专业学生为研究对象，阐述了语言能力和语用能力的关系，影响语用能力形成的因素，学习者如何在学习过程中发展自己的语用能力及提高语用能力的策略，教师如何在教学过程中培养学生的语用能力。研究问题包括：
1．语用能力和语言能力之间的关系如何?
2．影响语用能力形成的因素有哪些?
3．哪些是提高语用能力的策略?本研究分为调查测试和访谈及学习日记两部分。测试综合采用了何自然和张晓梅的语用能力调查测试题，得出结果并从中选出三组(15位)学生进行访谈，同时要求记录学习日记。根据访谈结果及学习日记分析影响语用能力形成的因素和提高语用能力的策略。
本研究认为语用能力的发展和语言能力的关系不成正比，语言能力并不绝对影响语用能力的提高。有一些因素会影响语用能力形成，其中包括具体语境中的言语理解能力，学习者的语言文化背景及交际过程中具体策略的运用。元认知策略、认知策略及社会情感策略都能有效提高学习者的语用能力。而且研究者还认为语用能力的发展不是一蹴而就的，需要一个漫长而艰巨的过程，但通过各种途
扬州大学硕十学位论文
径提高和培养学习者的语用能力是可行的。
With the development of society, the communication among different countries and nationalities with different cultural backgrounds is increasing. In order to achieve the purpose of smooth communication, foreign language learners must possess adequate pragmatic knowledge and good pragmatic competence as well as their linguistic competence. Then the learners can express their own thoughts appropriately according to the specific context, truly understand others' conversational implicature and effectively avoid pragmatic failures. Learners and teachers, however, always pay less attention to pragmatic competence. They usually stress the training and cultivation of linguistic competence. That leads to an imbalance between pragmatic competence and linguistic competence. Learners grasp a great deal of vocabulary and grammatical regulations but cannot smoothly communicate with others in the target language.
This study is based on the theories of pragmatics, and 105 non-English majors are designated as its subjects. It mainly expounds the relationship between pragmatic competence and linguistic competence: how the learners develop their pragmatic competence in the process of language learning and how the teachers cultivate learners' pragmatic competence in the process of teaching. The research questions consist of:
1. How is pragmatic competence relevant to linguistic competence in non-English majors?
2. What are the factors that influence the formation of pragmatic competence in non-English majors?
3. What are the strategies that can improve pragmatic competence in non-English majors?
The study is divided into two parts: one is a questionnaire and the other consists of an interview and diaries. The questionnaire is selectively taken from He Zi-ran's " A Survey of Pragmatics" and Zhang Xiao-mei's " College English Teaching and the
Cultivation of Pragmatic Competence". From the results of the questionnaire, 15 students are selected to attend an interview and also required to keep study diaries. With the help of the interview and diaries, the author analyzes the factors that influence the formation of pragmatic competence and the strategies that can improve pragmatic competence.
In conclusion the author proves that pragmatic competence cannot proportionally develop as linguistic competence improves. There are several factors that influence the formation of pragmatic competence, and it is feasible to improve and cultivate learners' pragmatic competence by using various learning and teaching strategies.
本研究以语用学理论为基础，以105位非英语专业学生为研究对象，阐述了语言能力和语用能力的关系，影响语用能力形成的因素，学习者如何在学习过程中发展自己的语用能力及提高语用能力的策略，教师如何在教学过程中培养学生的语用能力。研究问题包括：
1．语用能力和语言能力之间的关系如何?
2．影响语用能力形成的因素有哪些?
3．哪些是提高语用能力的策略?本研究分为调查测试和访谈及学习日记两部分。测试综合采用了何自然和张晓梅的语用能力调查测试题，得出结果并从中选出三组(15位)学生进行访谈，同时要求记录学习日记。根据访谈结果及学习日记分析影响语用能力形成的因素和提高语用能力的策略。
本研究认为语用能力的发展和语言能力的关系不成正比，语言能力并不绝对影响语用能力的提高。有一些因素会影响语用能力形成，其中包括具体语境中的言语理解能力，学习者的语言文化背景及交际过程中具体策略的运用。元认知策略、认知策略及社会情感策略都能有效提高学习者的语用能力。而且研究者还认为语用能力的发展不是一蹴而就的，需要一个漫长而艰巨的过程，但通过各种途
扬州大学硕十学位论文
径提高和培养学习者的语用能力是可行的。
With the development of society, the communication among different countries and nationalities with different cultural backgrounds is increasing. In order to achieve the purpose of smooth communication, foreign language learners must possess adequate pragmatic knowledge and good pragmatic competence as well as their linguistic competence. Then the learners can express their own thoughts appropriately according to the specific context, truly understand others' conversational implicature and effectively avoid pragmatic failures. Learners and teachers, however, always pay less attention to pragmatic competence. They usually stress the training and cultivation of linguistic competence. That leads to an imbalance between pragmatic competence and linguistic competence. Learners grasp a great deal of vocabulary and grammatical regulations but cannot smoothly communicate with others in the target language.
This study is based on the theories of pragmatics, and 105 non-English majors are designated as its subjects. It mainly expounds the relationship between pragmatic competence and linguistic competence: how the learners develop their pragmatic competence in the process of language learning and how the teachers cultivate learners' pragmatic competence in the process of teaching. The research questions consist of:
1. How is pragmatic competence relevant to linguistic competence in non-English majors?
2. What are the factors that influence the formation of pragmatic competence in non-English majors?
3. What are the strategies that can improve pragmatic competence in non-English majors?
The study is divided into two parts: one is a questionnaire and the other consists of an interview and diaries. The questionnaire is selectively taken from He Zi-ran's " A Survey of Pragmatics" and Zhang Xiao-mei's " College English Teaching and the
Cultivation of Pragmatic Competence". From the results of the questionnaire, 15 students are selected to attend an interview and also required to keep study diaries. With the help of the interview and diaries, the author analyzes the factors that influence the formation of pragmatic competence and the strategies that can improve pragmatic competence.
In conclusion the author proves that pragmatic competence cannot proportionally develop as linguistic competence improves. There are several factors that influence the formation of pragmatic competence, and it is feasible to improve and cultivate learners' pragmatic competence by using various learning and teaching strategies.
引文
1. Austin, J. L. (1980). How to do things with words. Oxford: Oxford University Press.
2. Bachman, L. F. (1990). Fundamental consideration in language testing. Oxford: Oxford University Press.
3. Blommaert, J. & Verschueren, J. (Eds.). (1991). The pragmatics of international and intercultural communication. Amsterdam/Philadelphia: John Benjamins Publishing Company.
4. Brown, G. & Yule, G. (1983). Discourse analysis. London: Cambridge University Press.
5. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: the MIT Press.
6. Chomsky, N. (1980). Rules and representations. Oxford: Blackwell.
7. Cohen, A. D. (2000). Strategies in learning & using a second language. Beijing: Foreign Language Teaching and Research Press.
8. Ellis, R. (1999). The study of second language acquisition. Shanghai: Shanghai Foreign Language and Education Press.
9. Ellis, R. (1999). Understanding second language acquisition. Shanghai: Shanghai Foreign Language and Education Press.
10. Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.). Syntax and semantics (vol. 3, pp. 41-58)
11. Gu Yue-guo. (1990). Politeness phenomena in modern Chinese. Journal of Pragmatics, 14, 237—257.
12. Hadley, A. O.(1993). Teaching language in context. Boston: Heinle & Heinle Publishers.
13. Hymes, D. H. (1981). On communicative competence in the communicative approaches to language teaching. London: Oxford University Press.
14. Kasper, G. & Blum-Kulka S. (Eds.). (1993). Interlanguage pragmatics. London: Oxford University Press.
15. Kramsch, C.(1999). Context and culture in language teaching. Shanghai: Shanghai Foreign Language and Education Press.
16. Kramsch, C. (2000). Language and culture. Shanghai: Shanghai Foreign Language and Education Press.
17. Leech, G. (1983). Principles ofpragrnatics, London: Longman.
18. Levinson, S. C. (2001). Pragmatics. Beijing: Foreign Language Teaching and Research Press.
19. Malmkjaer, K. & Williams J. (Eds.). (1998). Context in language learning and language understanding. London: Cambridge University Press.
20. Mey, J. L. (2001). Pragmatics: An Introduction. Beijing: Foreign Language Teaching and Research Press.
21. O'Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition. Camgridge: Cambridge University Press.
22. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publisher.
23. Oxford, R. L. et al. (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System, 23.
24. Peccei, J. S. (2000). Pragmatics. Beijing: Foreign Language Teaching and Research Press.
25. Rubin, J. (1975). What the "good language learner" can teach us? TESOL Quarterly, 9.
26. Skehan, P.(1991). Individual differences in second language learning. Studies in Second Language Acquisition ,13,275-98.
27. Sperber, D. & Wilson, D.(1986). Relevance: cognitive & communication. Oxford: Blackwell.
28. Stern, H. H.(1992). Issues and options in language teaching. Oxford: OUP.
29. Thomas, J.(1995). Meaning in interaction: an introduction to pragmatics. London: Longman
30. Wenden, A. & Rubin, J. (1987). Learner strategies in language learning. London: Prentice-Hall International.
31. Widdowson, H. G. (1999). Aspects of language teaching. Shanghai: Shanghai Foreign Language and Education Press.
32. Yule, G. (2000). Pragmatics. Shanghai: Shanghai Foreign Language and Education Press.
33．柏音(2000)，大学英语教学中跨文化交际能力的培养闭，南京理工大学学报，第1期．
34．邓炎吕刘润清(1991)，语言与文化——英汉语言文化对比[M]，北京：外语教学与研究出版社．
35．高一虹(2000)，语言文化差异的认识与超越[M]，北京：外语教学与研究出版社．
36．顾曰国(1992)，礼貌、语用与文化[J]，外语教学与研究，第4期．
37．何兆熊(2000)，新编语用学概论[M]，上海：上海外语教育出版社．
38．何自然 阎庄(1986)，中国学生在英语交际中的语用失误[J]，外语教学与研究，第3期．
39．何自然(1988)，语用学概论[M]，长沙：湖南教育出版社．
40．何自然(1993)，跨文化交际中的语言离格现象刍议[J]，外语教学与研究，第2期．
41．何自然(1997)，语用学与英语学习[M]，上海：上海外语教育出版社．
42．洪岗(1991)，英语语用能力调查及其对外语教学的启示[J]，外语教学与研究，
第4期．
43．胡文仲(1994)，英语教学中为什么要涉及文化[M]，北京：外语教学与研究出版社．
44．胡文仲 高一虹(1997)，外语教学与文化[M]，长沙：湖南教育出版社．
45．李炯英(2002)，中国学生二语学习策略的观念与运用——一项实证研究[J]，外语教学，第1期．
46．廖传凤(2000)，语境与语境教学法[J]，外语界，第4期．
47．刘慧君(2001)，语境与阅读语用能力的培养[J]，南通师范学院学报，第3期．
48．刘荣华(2001)，试论语境与英语教学中语用能力的培养[J]，陕西教育学院学报，第2期．
49．刘润清(1999)，外语教学中的科研方法[M]，北京：外语教学与研究出版社．
50．刘绍忠(1997)，语境与语用能力[J]，外国语，第3期．
51．孟梅刘秦亮(2000)，大学生英语语用能力研究报告[J]，西安外国语学院学报，第4期．
52．王得杏(1990)，跨文化交际的语用问题[J]，外语教学研究，第4期．
53．王建华(1998)，礼貌的相对性[J]，外国语，第3期．
54．文秋芳(1995)，英语学习成功者与不成功者在方法上的差异[J]，外语教学与研究，第3期．
55．文秋芳(1996)，英语学习策略论[M]，上海外语教育出版社．
56．文秋芳等(2000)，英语学习者动机、观念、策略的变化规律与特点，南京大学九五社科项目结项报告．
57．文秋芳(2001)，应用语言学：研究方法与论文写作[M]，北京：外语教学与研究出版社．
58．文秋芳(2003)，英语学习的成功之路[M]，上海外语教育出版社．
59．文秋芳主编(2003)，英语学习策略实证研究[C]，西安：陕西师范大学出版社．
60．吴一安 刘润清等(1993)，中国英语本科学生素质调查报告[J]，外语教学与研究，第1期．
61．西植光正编著(1992)，语境研究论文集[C]，北京：北京语言学院出版社．
62．熊学亮(1997)，从指代研究看新格赖斯语用学的实用性[J]，外国语，第3期．
63．徐盛桓(1993)，新格赖斯会话含意理论和语用推理[J]，外国语，第1期．
64．徐盛桓(1993)，会话含意理论的新发展[J]，现代外语，第2期．
65．徐盛桓(1994)，新格赖斯会话含意理论和含意否定[J]，外语教学与研究，第4期．
66．徐盛桓(1996)，含意本体论研究[J]，外语教学与研究，第3期．
67．杨文秀(2000)，语言能力、语用能力和交际能力[J]，外语与外语教学，第3期．
68．张小梅(2002)，大学英语教学与语用能力培养[J]，华南理工大学学报，第1期．
69．钟华樊葳葳秦傲松(2001)，非英语专业学生社会文化能力调查[J]，外语界，第4期．
2. Bachman, L. F. (1990). Fundamental consideration in language testing. Oxford: Oxford University Press.
3. Blommaert, J. & Verschueren, J. (Eds.). (1991). The pragmatics of international and intercultural communication. Amsterdam/Philadelphia: John Benjamins Publishing Company.
4. Brown, G. & Yule, G. (1983). Discourse analysis. London: Cambridge University Press.
5. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: the MIT Press.
6. Chomsky, N. (1980). Rules and representations. Oxford: Blackwell.
7. Cohen, A. D. (2000). Strategies in learning & using a second language. Beijing: Foreign Language Teaching and Research Press.
8. Ellis, R. (1999). The study of second language acquisition. Shanghai: Shanghai Foreign Language and Education Press.
9. Ellis, R. (1999). Understanding second language acquisition. Shanghai: Shanghai Foreign Language and Education Press.
10. Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.). Syntax and semantics (vol. 3, pp. 41-58)
11. Gu Yue-guo. (1990). Politeness phenomena in modern Chinese. Journal of Pragmatics, 14, 237—257.
12. Hadley, A. O.(1993). Teaching language in context. Boston: Heinle & Heinle Publishers.
13. Hymes, D. H. (1981). On communicative competence in the communicative approaches to language teaching. London: Oxford University Press.
14. Kasper, G. & Blum-Kulka S. (Eds.). (1993). Interlanguage pragmatics. London: Oxford University Press.
15. Kramsch, C.(1999). Context and culture in language teaching. Shanghai: Shanghai Foreign Language and Education Press.
16. Kramsch, C. (2000). Language and culture. Shanghai: Shanghai Foreign Language and Education Press.
17. Leech, G. (1983). Principles ofpragrnatics, London: Longman.
18. Levinson, S. C. (2001). Pragmatics. Beijing: Foreign Language Teaching and Research Press.
19. Malmkjaer, K. & Williams J. (Eds.). (1998). Context in language learning and language understanding. London: Cambridge University Press.
20. Mey, J. L. (2001). Pragmatics: An Introduction. Beijing: Foreign Language Teaching and Research Press.
21. O'Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition. Camgridge: Cambridge University Press.
22. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publisher.
23. Oxford, R. L. et al. (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System, 23.
24. Peccei, J. S. (2000). Pragmatics. Beijing: Foreign Language Teaching and Research Press.
25. Rubin, J. (1975). What the "good language learner" can teach us? TESOL Quarterly, 9.
26. Skehan, P.(1991). Individual differences in second language learning. Studies in Second Language Acquisition ,13,275-98.
27. Sperber, D. & Wilson, D.(1986). Relevance: cognitive & communication. Oxford: Blackwell.
28. Stern, H. H.(1992). Issues and options in language teaching. Oxford: OUP.
29. Thomas, J.(1995). Meaning in interaction: an introduction to pragmatics. London: Longman
30. Wenden, A. & Rubin, J. (1987). Learner strategies in language learning. London: Prentice-Hall International.
31. Widdowson, H. G. (1999). Aspects of language teaching. Shanghai: Shanghai Foreign Language and Education Press.
32. Yule, G. (2000). Pragmatics. Shanghai: Shanghai Foreign Language and Education Press.
33．柏音(2000)，大学英语教学中跨文化交际能力的培养闭，南京理工大学学报，第1期．
34．邓炎吕刘润清(1991)，语言与文化——英汉语言文化对比[M]，北京：外语教学与研究出版社．
35．高一虹(2000)，语言文化差异的认识与超越[M]，北京：外语教学与研究出版社．
36．顾曰国(1992)，礼貌、语用与文化[J]，外语教学与研究，第4期．
37．何兆熊(2000)，新编语用学概论[M]，上海：上海外语教育出版社．
38．何自然 阎庄(1986)，中国学生在英语交际中的语用失误[J]，外语教学与研究，第3期．
39．何自然(1988)，语用学概论[M]，长沙：湖南教育出版社．
40．何自然(1993)，跨文化交际中的语言离格现象刍议[J]，外语教学与研究，第2期．
41．何自然(1997)，语用学与英语学习[M]，上海：上海外语教育出版社．
42．洪岗(1991)，英语语用能力调查及其对外语教学的启示[J]，外语教学与研究，
第4期．
43．胡文仲(1994)，英语教学中为什么要涉及文化[M]，北京：外语教学与研究出版社．
44．胡文仲 高一虹(1997)，外语教学与文化[M]，长沙：湖南教育出版社．
45．李炯英(2002)，中国学生二语学习策略的观念与运用——一项实证研究[J]，外语教学，第1期．
46．廖传凤(2000)，语境与语境教学法[J]，外语界，第4期．
47．刘慧君(2001)，语境与阅读语用能力的培养[J]，南通师范学院学报，第3期．
48．刘荣华(2001)，试论语境与英语教学中语用能力的培养[J]，陕西教育学院学报，第2期．
49．刘润清(1999)，外语教学中的科研方法[M]，北京：外语教学与研究出版社．
50．刘绍忠(1997)，语境与语用能力[J]，外国语，第3期．
51．孟梅刘秦亮(2000)，大学生英语语用能力研究报告[J]，西安外国语学院学报，第4期．
52．王得杏(1990)，跨文化交际的语用问题[J]，外语教学研究，第4期．
53．王建华(1998)，礼貌的相对性[J]，外国语，第3期．
54．文秋芳(1995)，英语学习成功者与不成功者在方法上的差异[J]，外语教学与研究，第3期．
55．文秋芳(1996)，英语学习策略论[M]，上海外语教育出版社．
56．文秋芳等(2000)，英语学习者动机、观念、策略的变化规律与特点，南京大学九五社科项目结项报告．
57．文秋芳(2001)，应用语言学：研究方法与论文写作[M]，北京：外语教学与研究出版社．
58．文秋芳(2003)，英语学习的成功之路[M]，上海外语教育出版社．
59．文秋芳主编(2003)，英语学习策略实证研究[C]，西安：陕西师范大学出版社．
60．吴一安 刘润清等(1993)，中国英语本科学生素质调查报告[J]，外语教学与研究，第1期．
61．西植光正编著(1992)，语境研究论文集[C]，北京：北京语言学院出版社．
62．熊学亮(1997)，从指代研究看新格赖斯语用学的实用性[J]，外国语，第3期．
63．徐盛桓(1993)，新格赖斯会话含意理论和语用推理[J]，外国语，第1期．
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