导　　师： 刘建达

学科专业： 050211

授予学位： 硕士

作　　者： ;

机构地区： 广东外语外贸大学

摘　　要： 本论文旨在探讨中国环境下以汉语为外语的外国学习者的汉语水平及其中介语语用能力之间的关系，揭示不同水平的汉语学习者在言语行为（请求，拒绝和道歉等）、惯例用语、会话含义三个成分的语用能力是否有差异，并尝试解释该结果。共90名三组不同汉语水平的外国汉语学习者参加了一次包含以上三个语用成分的语用测试。结果显示汉语水平最高的一组外国学生在所有的三个成分上的平均分都是三组中最高的，三组不同汉语水平的外国汉语学习者在会话含义和言语行为上的语用能力都有显著差异，但在惯例用语环节的测试中只有高水平组和低水平组之间存在显著差异。这一结果表明外国汉语学习者的语用能力的不同成分的发展不平衡；语言水平的发展对语用能力的发展有影响，但不起决定作用。外语学习者的中介语语用能力的发展是多方面因素共同作用的复杂的过程。 为解释该结果，研究者对参加本研究的所有外国的汉语学习者进行了问卷调查，调查他们在对语用能力的发展有影响的其他因素方面的情况，并对三个不同水平组的学生进行了非正式的访谈。结果表明，这三组学生在汉语语用方面接受的老师的授课情况和语言的输入情况都大不相同。其中中等水平的学生受到在课堂上关于语用知识的输入比其他两个组更多。学生的汉语老师们在课堂内的教学内容和教学方式上的差异很大程度上影响着学生中介语语用能力发展的方向和进程。 This thesis aims to probe into the relations between language learners’interlanguage pragmatic competence and their language proficiency in a foreignChinese language learners setting. The objective of this paper is to reveal the patternof relations between foreign Chinese language learners’ Chinese language proficiencyand pragmatic competence with regard to speech acts, routines, and implicature and toinvestigate the reasons behind it.90foreign Chinese language learners with threedifferent levels of Chinese language proficiency took part in a pragmatic test withthree sections: speech acts, routines, and conversational implicature. Significantdifferences were found among the three groups in the speech acts and conversationalimplicature section but not in the routines subtest. The advanced group got the highestmean score in all the three sections. While in the routines section, significantdifferences were only found between the elementary group and the advanced group.The result implies that different components of foreign Chinese learners’interlanguage pragmatic competence do not develop parallel. Proficiency can affectlearners’ pragmatic competence but does not play a dominant role. The developmentof pragmatic competence is a complicated process affected by many other factors. A questionnaire was designed to explore other factors in the learners’ Englishlearning process that can affect their development of pragmatic competence. Theintermediate group was found to enjoy the most advantageous instructions. Aninformal interview with the students of the three groups suggested that the content andmethod of teachers’ instructions on pragmatic knowledge had essential influence onthe development of foreign Chinese language learners’ ILP competence.

关 键 词： 中介语语用能力 语言水平 惯例用语 会话含义 言语行为

分 类 号： [H195]

领　　域： [语言文字]