洪岗.语用能力培养2011年7月24日.pptVIP

Pragmatic Competence and Its Cultivation Hong Gang Zhejiang International Studies University This talk aims to answer the following three questions What is pragmatic competence? Why should we help students to acquire pragmatic competence? How can we help students to acquire pragmatic competence？ What is pragmatic competence? Pragmatic competence is regarded as a part of language competence or communicative competence by many people. Bachman (1990:87) Language competence is divided into Organization competence Knowledge of linguistic units and the rules of joining them together at the levels of sentence (grammatical competence) and discourse (textual competence). Pragmatic competence Illocutionary competence: knowledge of communicative action and how to carry it out Sociolinguistic competence: the ability to use language appropriately according to context. Thomas (1983: 92) Linguistic competence is made up of Grammatical competence: ‘abstract’ or decontextualized knowledge of intonation, phonology, syntax, semantics, etc.) Pragmatic competence: the ability to use language effectively in order to achieve a specific purpose and to understand language in context. Pragmatics Leech (1983) and Thomas (1983) proposed to subdivide pragmatics into pragmalinguistics and sociopragmtics. Pragmalinguistics Pragmalinguistics refers to the resources for conveying communicative acts and relational or interpersonal meanings, which include pragmatic strategies like directness and indirectness, routines, and a large range of linguistic forms which can intensify or soften communicative acts. Sociopragmatics Sociopragmatics is described as ‘the sociological interface of pragmatics’. It refers to the social perceptions underlying participants’ interpretation and performance of communicative action, which include the perception of relative power, social distance and degree of imposition (Brown and Levinson, 1987) as well as knowledge of mutual rights and obligations, taboos and