英语学习者言语行为中语用迁移和显性语用教学影响：一项实证地.pdfVIP

learners’ realization of speech acts, regardless of their linguistic proficiency. The results of the investigation indicate that, learners display more transfer in performing greetings, partings and apologies, while much less in refusals. By comparing pragmatic failures, different features of pragmatic transfer are examined. High-grade learners present less evidence in pragmatic transfer. Following the speech acts, a retrospective questionnaire is attached in order to determine which the most influential factor is in the learning process. From the statistics collected, the present FLT presents strong influence on some of the learners’ pragmatic performances. This proves that instruction in classroom setting plays a positive role in increasing positive pragmatic transfer. The findings of the retrospective questionnaire show that the influence is exerted by teaching L2 pragmatic knowledge in class and students’ internalization of the input. Finally, to increase more positive pragmatic transfer and ensure successful cross-cultural communication, three pedagogical proposals are put forward: revising teaching syllabus and materials, enhancing cultural awareness and increasing contextual L2 input in FLT. Key words: interlanguage pragmatics, pragmatic transfer, classroom instruction, cultural awareness ·III · 英语学习者言语行为中的语用迁移 及显性语用教学的影响: 一项实证研究 摘 要 近年来，在语用学领域，学习者语言（中介语）日渐成为语言学家及学者们关 注的焦点。从语用学角度研究中介语导致了一门新学科的诞生—中介语语用学。语 用迁移是中介语语用学的一个重要组成部分。本文首先回顾了国内外对中介语语用 学，特别是语用迁移方面的研究，然后指出现有的研究过多关注的是负语用迁移， 而对促进成功交际的正语用迁移未给予充分的重视，而且外语课堂教学对语用迁移 的影响仍悬而未定。因此，本文以安徽师范大学英语专业一、四年级学生为对象， 设计语用行为问卷，探讨课堂环境下的外语教学对英语专业学习者在四种言语行为 表现中语用迁移的作用，并以此试图扩展在语用介入这一研究领域中的学习对象。 调