作　　者： ;

机构地区： 南方医科大学

出　　处： 《外语学刊》 2018年第6期74-81,共8页

摘　　要： 本文在英语通用语（ELF）语用能力和商务英语通用语（BELF）能力理论的基础上。结合实证研究的成果。以“社会建构论”和“交叉文化语用观”为理论基础，提出商务英语通用语语用能力模式。BELF语用能力包括意义共建能力、身份共建能力与礼貌共建能力。3者均表现为特定的语用策略，交际者基于个人的语用知识库（语用语言知识、社交语用知识和国际商务专业知识）选择和使用语用策略。我们认为，商务英语语用教学的主要内容是语用知识，但这些知识应融人到真实鲜活的课堂任务中，通过训练学生语用策略的灵活使用，帮助他们完成知识的内化。在商务英语语用能力测试中，意义共建能力、身份共建能力与礼貌共建能力是3个主要构念成分，应围绕这些构念设计测试任务和评分标准。 In this paper, a tentative model of pragmatic ＇ability of Business English as a Lingua Franca （BELF） is proposed based on Social Constructionism and Intercultural Pragmatics with reference to theoretical and experimental studies on pragmatic ability of English as a Lingua Franca（ ELF） and BELF competence. BELF pragmatic ability contains three key elements： co-constructing meaning, co-constructing identity and co-constructing politeness, all of which are performed as pragmatic strategies. Users of BELF select effective strategies on the basis of their pragmatic repertoire including linguistic pragmatic knowledge, socio-pragmatic knowledge and international business professional knowledge. It is suggested that the pragmatic repertoire should be the core contents of BELE teaching and the competences of co-constructing meaning, co-constructing identity and co-constructing politeness the main constructs of BELF testing.

关 键 词： 英语通用语 商务英语通用语 语用能力 语用策略 语用知识 社会建构论

领　　域： []