公式化语言在社区课堂中二语语用能力习得中的作用

Alisa Zavialova
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引用次数: 0

摘要

语用公式被认为是成功言语行为的语言基石。目前的言语行为教学方法忽视了语用公式,导致了语用教学的不完整观。本文报告了一项基于课堂的研究结果,该研究对语用能力的语用语言学和社会语用成分进行了测试。来自加拿大新移民语言教学项目(LINC)的七名学生参加了四个课程,包括测试前、测试后和延迟测试后的测量。在治疗过程中,学生接触到来自四个互动情境的目标公式。通过定性的话语分析来确定教学干预后学生的语用语言和社会语用能力是如何演变的。此外,三位专家评委对学生的语用表现进行了评估。结果表明,学生的语用能力和社会语用能力的提高与他们在言语行为中使用目标式公式有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Formulaic Language in the Acquisition of L2 Pragmatic Competence in a Community-based Classroom
Pragmatic formulas have been recognized as linguistic building blocks necessary for successful speech act performance. Current approaches to speech act teaching overlook pragmatic formulas, promoting an incomplete view of pragmatics instruction. This paper reports on the results of a classroom-based study in which a formula-enhanced treatment focusing on both pragmalinguistic and sociopragmatic components of pragmatic ability was tested. Seven students from the Language Instruction for Newcomers to Canada (LINC) program participated in four lessons involving pre-, post- and delayed post-test measures. During the treatment, the students were exposed to target formulas from four interaction contexts. A qualitative utterance analysis was conducted to determine how pragmalinguistic and sociopragmatic abilities of the students evolved after the teaching intervention. Additionally, three expert judges evaluated students’ pragmatic performance. The results indicate that improvements in both pragmalinguistic and sociopragmatic abilities of the students were associated with the use of target-like formulas in their speech acts.
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