明示教学对提高外语学习者语用能力的作用及局限性研究.pptVIP

明示教学对提高外语学习者语用能力的作用及局限性研究Effects of Explicit Instruction on EFL learners’ Pragmatic Competence Development By: Zhao Yurong From: Hebei Normal University of Science and Technology On: May,18th, 2007 Outline Background Questions and hypotheses Methodological issues Design Findings Conclusion I. Background of the present study 1. Pragmatic competence and interlanguage competence Pragmatic competence ---one of the essential elements of communicative competence. In Bachman’s (1990) model, communicative competence is composed of organizational competence (which refers to knowledge of linguistic units and textual rules) and pragmatic competence (which refers to knowledge and ability to interpret and perform illocutionary acts corresponding to the social and contextual factors) Interlanguage pragmatic competence---the developing state of an L2/FL learners’ pragmatic competence. Importance of TL pragmatic competence A big number of researches, such as Thomas (1983), Tannen (1984), Wolfson (1989), Bardovi-Harlig Hartford (1993), Scollon Scollon (2000), etc., have demonstrated the importance of TL pragmatic competence in intercultural communication. In fact, to some extent, it is even more important than the TL organizational competence. The fact is simply that while native speakers often forgive syntactic and lexical errors, they typically interpret pragmatic failure as arrogance, impatience, rudeness, and so on. Therefore, in order to prevent missteps in intercultural communication, L2 learners have to develop the TL pragmatic competence on the basis of improving their overall TL proficiency and accuracy. Accordingly, researchers and teachers need to explore how nonnative learners acquire and develop this type of competence. Solution? 3.Rational of explicit teaching Divergence in L2 learners’ pragmatic competence 4. Previous experimental studies Experimental studies on the effects of explicit instruction of pragmatics--incongruent re