作　　者： ;

机构地区： 南方医科大学

出　　处： 《语言教育》 2015年第1期35-41,共7页

摘　　要： 本文通过回顾外语/二语语用教学研究文献,总结近十年国内外所取得的进展。结果显示:(1)语用能力的培养尤其是通过明示教学法能有效促进学习者语用能力的发展;(2)语用能力教学研究主要集中在"请求"等具体的言语行为,其它相对较少;(3)语用能力教学模式多样,但都遵循语言习得的基本模式:认识+训练+运用+反馈,对语用教学有指导意义;(4)现有教学资料提高了语用能力教学效果,但视听教材对于语用能力教学更有效。作者认为外语/二语语用能力教学研究成果必将促进我国语用教学理论发展,推动教学模式多样化并推进相应的语用教材的编写。 In this study, we summarize the foreign and domestic advances in FL/L2 pragmatic learning and teaching by reviewing the publications in the recent decade, finding that： 1） the enhanced instructions on FL/L2 pragmatic awareness, especially the explicit one, strongly propel the development of the learners＇ pragmatic competence; 2） The majority of the studies focus more on such specific speech acts like ＂request＂ than other ones; 3） The current instruction models are characterized by diversity and significance in instructions for pragmatic learning and teaching in that they all accorded to the FL/L2 acquisition model： recognition ＋ training ＋ application ＋ feedback; 4） The audiovisual input sources are more effective in the instructions than the written input sources in spite of the evident effects from both. As a conclusion, the advances in FL/L2 pragmatic learning and teaching are deemed to facilitate the theoretical development of pragmatic teaching, the evolution to its diversity and the development of pertinent materials for FL/L2 pragmatic learning.

关 键 词： 外语 二语 语用能力 可教性

领　　域： [语言文字]