【精品硕士论文】1474显性教学下大学英语语际语用能力培养研究 ──以恭维语及其回应为.pdf

学校代码学校代码 10406 分分 类类 号号 tp391.4 密密 级级 学学 号号 090050211016 题目题目 显显性性教学教学下大下大学学英英语语际语语语际语 用能力培用能力培养研养研究究 以恭以恭维语维语及其回及其回应为应为例例 作者作者 郑君丽郑君丽 学科、专业学科、专业 外国语言学及应用语言学外国语言学及应用语言学 指指 导导 教教 师师 况新华教授况新华教授 申请学位日期申请学位日期 2012012 2 年年 6 6 月月 学校代码：10406 分类号：tp391.4 学号：090050211016 南昌航空大学南昌航空大学 硕硕 士士 学学 位位 论论 文文 （学位研究生） 显性教学下大学英语语际语用能力培养研究显性教学下大学英语语际语用能力培养研究 以恭维语及其回应为例以恭维语及其回应为例 硕士研究生： 郑君丽 导 师： 况新华 教授 申请学位级别： 硕 士 学科、专业： 外国语言学及应用语言学 所在单位： 南昌航空大学外国语学院 答辩日期： 2012 年 6 月 授予学位单位： 南昌航空大学 on the cultivation of college students interlanguage pragmatic competence under explicit instruction：a study based on english compliments and compliment responses a dissertation submitted for the degree of master on the linguistics and applied linguistics by zheng junli under the supervision of prof. kuang xinhua foreign languages school of nanchang hangkong university, nanchang, china june, 2012 i 摘摘 要要 近年来，二语习得已经越来越受到关注和研究，因而也产生了语际语用学这 一个新兴的分支。教师对学生的语用知识和语用能力的培养也越发重视，而这些 也恰巧是语际语用学研究的重要之处。用什么教学方法研究，在什么教学环境下 培养，会产生什么样的教学效果，都是当今学者要探讨和研究的方面。在众多的 教学方法中，显性教学引起的关注是比较多的。因此，显性教学也是大学英语教 学中比较重要的一个领域。本研究以英语恭维语和恭维语回应为载体，研究学生 的语际语用学能力在显性课堂上是否能得到提高。恭维语的分类是按照 manes 和 wolfson 的分类，他们将恭维语分为 9 个类型。而恭维语回应的分类则是按照 holmes 的分类，他将其分为接受，拒绝和回避三大类，每个大类里有三到四个小 分类，同时，本研究根据实际情况还加入混合回答这一个恭维语回应的分类。 本研究的研究对象是来自江西科技师范学院理工学院的 154 名学生，但是实 验中可使用数据只有 148 份。这些学生来自两个专业，分别是艺术设计专业和音 乐专业，由于艺术设计专业的学生相对努力，预计会有较好的实验效果，于是艺 术设计专业的学生为显性教导组，音乐专业的学生为隐性教导组。实验历时 6 周， 每周 40 分钟教学时间。本实验进行前测和后测方法，使用书面 dtc 进行数据收 集。本研究也提出几个问题：1)显性教导是否会达到其他学者一样的研究结果 显性组在 manes 和 wolfson 总结的前三种恭维语的使用上数量减少，后六种恭维 语的使用数量增加？2)显性教学可否使 manes 和 wolfson 总结的前三种策略的使 用率靠近 manes 和 wolfson 发现的 85%。3）对于恭维语回应，显性教导是否可以 减少“接受”策略的使用，增加“反对” “逃避”和“混合”策略的使用？4)同时, 在实验当中，有没有其他的发现呢？ 实验结果证明：1)显性教导使 manes 和 wolfson 总结的前三种恭维语策略的 使用数量增加，后六种策略减少；而隐形教导变化幅度不及显性教学组。2)显性教 学确实可以使 manes 和 wolfson 总结的前三种策略的使用率靠近 manes 和 wolfson 发现的 85%。而隐形组不能。3)显性教导组确实减少“接受”策略的使用， 增加“反对” “逃避”和“混合”策略的使用, 隐性教导变化程度不及显性教学组。 4)本研究还发现，在恭维语回应的“接受”策略中，92.6%的学生都使用“感激型” 策略，并且都是“thank you” 或者 “thank you + others”。通过显性教学，学生了解 到还有很多其他的接受策略，而不是单一的“感激型”接受策略, 因此降低了这种 “感激型”接受策略的使用。相比之下，隐形教学组就没有任何这方面的变化。 5)在“接受”策略的 4 种分支策略中，显性组在“降级话语”策略的使用量降低， ii 而隐性组确实升高的。本文希望对今后的语用教学以及中介语语用能力的培养有 所帮助，为提高高校非英语专业英语语用教学的水平与质量，提供了新的视角和 思路。 关键词关键词：语际语用学，语用能力，显性教导，恭维语，恭维语回应 iii abstract nowadays, more and more scholars and researchers begin to pay attention to second language acquisition, then a new branch interlanguage pragmatics raised up. teachers gradually put highly focus on the cultivation of students pragmatics knowledge and pragmatics competence which are also important in interlanguage pragmatics. the research method, the teaching environment and the teaching effect are all the main parts in daily research. among all these teaching instructions, the explicit instruction is paid more attention. so the explicit instruction may also be an important research domain for college english teaching. this study analyses the cultivation of interlanguage pragmatic competence under explicit instruction from the angle of english compliment and compliment responses. the compliments classifications used in this study is based on manes and wolfsons classification, and they divide it into nine types. the compliment responses classifications are based on holmes finding. holmes divided compliment responses into accept, reject and evade which has 3 or 4 micro classifications. meanwhile, the researcher also added the combination response strategy into the classification of compliment responses for the consideration of the actual condition. the research participants are 154 students who are all from institute of science and technology in jiangxi normal university of science and technology, but there are only 148 valid results among them. they are enrolled in two different majors, namely those of art design and music major. the instructor arranged the art design majors to be the explicit group, since they are more hardworking in class and can have better research effect as explicit group. the music majors are treated as the implicit group. the research takes 6 weeks which lasts 40 minutes each week. this study uses pretest and posttest methods, then adopts dtc questionnaire as data collection method. our research listed some research questions. 1) is explicit instruction really effective in increasing the use of first three compliment strategies which was found by manes and wolfson, and decreasing the use of the latter six strategies as other researchers finding? 2) is explicit instruction really effective in making the using percentage of first three compliment strategies which was found by manes and wolfson close to 85%, the number of which is also found by manes and wolfson? 3) as for compliment responses, is explicit instruction really effective in decreasing accept strategy and increasing evade strategy and other strategies? 4) are there any other findings in this research? iv the result shows that: 1) the using of the former three compliment strategies found by manes and wolfson increased and the other 6 decreased. the changing condition of the implicit group is less obvious. 2) the explicit instruction is really effective in keeping the using percentage of the first three compliment strategies which was found by manes and wolfson close to 85%, the number of which is also found by manes and wolfson. 3) after training the participants in the explicit group do decrease accept strategy and increase evade, reject and combination strategies. the changing condition of the implicit group is less obvious. 4) we still find that among he accept strategy there are 92.6% participants used “appreciation token”, and the appreciation token is exactly “thank you” or “thank you + others”. through explicit instructions, the students notice there are other types of accept strategy, not just this “thank you” type “appreciation token”. because of this, the students reduce its using condition. the implicit group doesnt change a little. 5) among the 4 sub-classifications of accept strategies, the explicit group participants decreased the using of downgrading utterance strategies after training, while the implicit group increases the using. it would be good if the article can have some helpfulness for the future interlanguage pragmatic teaching and the cultivation of interlanguage pragmatic competence for the purpose of giving new angles to improve teaching standard and teaching quality. key words: interlanguage pragmatics, pragmatic competence, explicit instruction, compliment, compliment response a dissertation for masters degree of arts contents v contents 摘要摘要. abstract. contents. chapter 1 introduction.1 1.1 current college english teaching.1 1.2 the significance of the study.3 1.3 the aim and research questions of the study.4 1.4 organization of the study.5 chapter 2 literature review .7 2.1. interlanguage pragmatics.7 2.1.1 the definition of interlanguage pragmatics.7 2.1.2 main theories of interlanguage pragmatics.9 2.1.2.1 speech act theory.9 2.1.2.2 conversational implicature10 2.1.2.3 politeness theory.13 2.2 pragmatic competence.15 2.2.1 pragmatic competence.15 2.2.2 pragmatic failure.18 2.3 compliment and compliment response.21 2.3.1 definition.21 2.3.2 features of compliment.21 2.3.3 compliment response.24 2.4 related study in explicit instruction .26 2.5 current study in interlanguage pragmatic competence teaching.29 chapter 3 methodology.31 3.1 participants.31 3.2 instruments.33 3.3 teaching materials and instructional procedure.35 3.4 data collecting methodology.37 chapter 4 result and discussion.39 4.1 results and discussion of the compliment strategies39 a dissertation for masters degree of arts contents vi 4.2 results and discussion of the compliment response strategies42 4.2.1 results and discussion of the compliment response strategies in macro way42 4.2.2 results and discussion of the compliment response strategies in micro way.45 chapter 5 conclusion.51 5.1 summary of the results.51 5.2 pedagogical suggestion for the interlanguage pragmatic learning and teaching.52 5.3 limitation of the study55 bibliography.56 发表论文和参加科研情况说明发表论文和参加科研情况说明.60 acknowledgements.61 appendix .62 appendix .66 appendix .69 a dissertation for masters degree of arts chapter 2 literature review 1 chapter 1 introduction 1.1 current college english teaching english as a second language for chinese students plays a quite important role in their study. college english teaching is treated as an integrative university course, and it is a two years compulsory subject for non-english major students at university level which means nearly every college students need to learn english. for the reason of that, students have large implications for the quantity assurance of the curriculum, such as pronunciations, teaching methodology, textbooks, and teachers and students. the ministry of education of china paid great attention on college english. experts are asked to compile the college english curriculum requirements and should be approved by the ministry of education. the college english curriculum requirements are required by all the universities and colleges to implement in college english teaching. in other words, one curriculum document guided the college english teaching in china. looking back on the history of college english teaching in china, it is observed that college english teaching in universities and colleges has been conducted according to the requirements. the first college english curriculum requirements was implemented in 1985, which indicated that the purpose of college english teaching was to develop learners language skills, such as reading, listening, speaking and writing, and laid great emphasis on linguistic competence. in also required students in key universities to pass the college english band four examination before graduation. the second college english curriculum requirements was published in 1999. it aimed to further strengthen learners linguistic competence. developing learners communicative competence mentioned, but there was no explicit explanation on what communicative competence was and how to develop it. all university students were required to pass at least tests at the college english band four level before graduation. under the guidance of the two requirements, college english teaching was teacher-centered, examination-oriented with emphasis on developing linguistic competence. since the late 1990s, the notion that language teaching should not only include grammar, semantics, but also pragmatics, has been introduced to the college english a dissertation for masters degree of arts chapter 2 literature review 2 teachers in china. this inclusion is further emphasis with the release of a new college english curriculum requirements in 2004(chinese college english education and supervisory committee, 2004). the ministerial document points out that: “the objective of college english is to develop students ability to use english in a all-around way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of chinas social development and international exchanges.”(college english curriculum requirements, 2004,p.24) the emphasis is obviously on “language use, social interactions, and cultural quality”. english teaching and learning in china should no longer be confined to the acquisition of grammatical knowledge. the development of communicative competence should also become a primary goal of the teaching of english as a foreign language. college english teachers need to give greater attention to the development of communicative competence, among which pragmatic competence is one of the main components. pragmatic competence is an important part of the language proficiency construct (canale, 1983; canale bachman,1990).it is the ability to use language appropriately according to the communicative situations and considered important for successful engagement in face-to-face interactions in the target language(davies,1989). with the aim of communicating successfully in target language, second language pragmatic competence must be developed reasonably. however, studies show that college english students pragmatic competence is poor and this is often reported in research and anecdotal account(liu,2004;men zhang,2002). teachers have always observes that students can do well on a test but fail to use english effectively when they engage in spontaneous conversations. students complain that after years of language study, they still can not order breakfast. the general concerns of a language practitioners and students all point to a less than desirable sentiment, which culminates in a disgruntled dismissal of the current language teaching as producing “mute” or “deaf” language learners with poor pragmatic competence. harsh as the criticism may be, there is no empirical base, on which well-considered curricular decisions could be made. then we can talk about the college english textbook. four decades have passed a dissertation for masters degree of arts chapter 2 literature review 3 since the advent of the first english textbook for non-english major students in china. up to now about 10 series of college english textbooks have been published, five of which have been used nationwide. they are college english, new college english, college english (new edition), 21st century college english, new experiencing english. generally speaking, college english textbooks written in1980s and mid 1990s have been greatly influenced by structural linguistics. they have attaches great importance to the acquisition of language forms, such as pronunciation, vocabulary, grammar, which has exerted great influence on college english learners. college english textbooks written in late 1990s and early 2000s not only show the traditional language teaching and leaning principles, but also new principles in second language acquisition, such as the communicative principle. the chinese ministry of education is greatly concerned with college teaching and learning. as a result it always recommends those college english textbooks that have high quality for the universities and colleges in china. consequently it is easy to see that many students use the same college english textbooks. college english textbooks in china are written by chinese experts who themselves teach college english in universities and colleges. a group of nationally famous professors from different universities work together with the support from the publishers. they collect materials and design exercises. a textbook writing is becoming more and more profitable industry and english is becoming more and more important, great attention have been give to it by administrators, teachers and publishers. 1.2 the significance of the study according to lo castro (2003), ilp is the area within pragmatics that is most relevant to teachers as well as to learners, since a deep understanding of it may allow teachers to design course materials and syllabi that are not only grammar-based but also built around pragmatics (lo castro, 2003). the reason why many people want to learn pragmatic competence is that people want to communicate with others natively and correctly. we all know that the existence of culture difference, but most of the teachers choose to develop students language proficiency and neglect the importance of the development of pragmatic competence in english foreign language acquisition. teachers get used to practice students language competence rather than the pragmatic competence. compliment and its response are importance speech acts