L’INSEGNAMENTO DELLA COMPETENZA PRAGMATICA / TEACHING PRAGMATIC COMPETENCE

Ana Lalić
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Abstract

This paper aims to analyze the possibility of a diachronic approach to pragmatic competence in a foreign language. The main objective of the paper is to examine the methods that were used by the authors of grammar books published before the 20th century with the goal of ascertaining to what extent it was possible to teach pragmatic competence. The main hypothesis is that methods for teaching pragmatic competence existed even before the 20th century, but that complex theories and methodologies did not. To that end we adapt the modern speech act theory as a framework for analysis of grammars for foreigners, I analyze the historical profile of the foreign language learner, and I individualize possible language needs in a diachronic perspective. The central part of the research consists of a qualitative analysis of speech acts from Casotti (1709) and of the analysis of their communicative role. The results implied by this research can further be used for research in the field of didactics – both historical and modern – and that of historical linguistics, more specifically historical pragmatics.
实用技能的教学/实用技能的教学
本文旨在分析用历时法研究外语语用能力的可能性。本文的主要目的是研究20世纪之前出版的语法书的作者所使用的方法,目的是确定在多大程度上可以教授语用能力。主要的假设是,早在20世纪之前就有了教学语用能力的方法,但复杂的理论和方法却没有。为此,我们将现代言语行为理论作为外国人语法分析的框架,分析了外语学习者的历史概况,并从历时的角度对可能的语言需求进行了个性化分析。本研究的核心部分是对Casotti(1709)的言语行为进行定性分析,并分析其交际作用。本研究的结果可以进一步用于历史和现代教学领域的研究,以及历史语言学,更具体地说是历史语用学的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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