语用教学对EFL学习者语用能力发展影响以赞美言语及其回应为例.pdfVIP

摘要 化而异，对于赞美言语的运用过程中的性别、社会地位和相应主题等社交 语用因素的认识由模糊走向清晰。在教学结束时还表达了他们学习其他语 用项目的极大兴趣。我们对研究结果的初步分析证明在EFL环境下以实证研 究结论和影视资源为教学材料的语用教学确实有效果，即便是在教学结束 一段时间后。基于这样的研究结果我们有信心语用教学有望进入二语教学 的主流。 关键词： 赞美言语及其回应L2语用能力发展 L2语用教学 实证发现 影视片段 II The Effects of Instruction on EFL Learners’Pragmatic Development： The Case of Giving and Responding to Compliments ABSTRACT L2 learners’pragmatic failures are common．Shall attention be paid to pragmatics in formal instruction?If SO，how?Literature has abounded with research on the development of L2 pragmatic ability．However，longitudinal studies examining effects of instruction are few and far between．Ishihara’S in 2004 is one exception in ESL classroom，which is the base of our study in EFL classroom．Witll giving and responding to compliments as the target item，we made an experimental study of the immediate and delayed effects of instruction iIl 1 8 non-English major freshmen．The teaching materials were prepared basing on the previous research findings and movie episodes with speech acts of giving and responding to compliments in American English．After the first lesson， learners were asked，with the help of our data collection form，to collect some complimenting conversations from American movies，which were integrated into the following three classes．Their role—play performance and awareness of giving and responding to compliments were measured by the specially designed tool during the process of instruction．Learners’oral performance before the instruction，at the end of every lesson，and one month after the instruction Was recorded by Wechat and then transcribed using the transcription conventions of Conversation Analysis．Still，there Was written performance before the IⅡ Abstract instruction，right after the instruction and one month afler the instruction．As the instruction went on，learners made longer complimenting conversations，utilized most of the syntactic structures of compliments we had introduced，responded to compliments at will with all kinds of respo