形式教学视域中的语用教学实证研究

当代外语研究 ›› 2013, Vol. 13 ›› Issue (10): 33-37.

形式教学视域中的语用教学实证研究

赵永平, 彭洁

甘肃政法学院,兰州,730070

出版日期:2013-10-15 发布日期:2020-07-25
作者简介:赵永平,甘肃政法学院人文学院讲师。主要研究方向为语用学、法律语言学、英语教学。电子邮箱:jordy1001@126.com;彭洁,甘肃政法学院人文学院助教。主要研究方向为语用学、英语教学。电子邮箱:penny915@126.com
基金资助:
*本文系甘肃省教育科学“十二五”规划2012年度课题“基于形式功能兼顾(FonFF)的大学英语语用教学模式研究”(编号[2012]GSGXG028)的研究成果。

An Empirical Study of Pragmatic Instruction within the Realm of FFI

ZHAO Yongping, PENG Jie

Online:2013-10-15 Published:2020-07-25

摘要/Abstract

摘要： 形式教学指涉及语言形式的教学,包括只注重语言形式(FonFS)、意义形式兼顾(FonF)以及形式功能兼顾(FonFF)的三种教学方式。其中,形式功能兼顾的教学理念体现了语言形式和语用功能的有机融合,对外语语用教学具有重要的参考价值。本研究以207名非英语专业大学生为被试,以英语请求语为目的语用形式,研究了上述三种不同形式教学手段对学习者学习语用形式的影响。结果表明,与只注重语言意义(FonM)相比,三种形式教学手段均能在一定程度上促进学习者习得目的语用形式。就三种形式教学而言,形式功能兼顾优于只注重语言形式和意义形式兼顾,只注重语言形式又好于意义形式兼顾。据此,本研究证实了形式功能兼顾语用教学手段的有效性和优越性。

关键词: 形式教学, 语言形式, 意义形式, 形式功能, 语用教学

Abstract: On account of its unique syntactic and semantic features, English Middle Construction (MC) is especially hard for second language learners to acquire. Based on the theory of Interface Hypothesis, this article aims to investigate the semantic and pragmatic selectional restrictions on typical English middle construction and atypical English middle construction from the interface perspective of semantics, pragmatics and syntax. It would help to give suggestions for L2 learners in their acquisition of English MC and provide implications for future research in this regard.

中图分类号:

H319

赵永平, 彭洁. 形式教学视域中的语用教学实证研究[J]. 当代外语研究, 2013, 13(10): 33-37.

ZHAO Yongping, PENG Jie. An Empirical Study of Pragmatic Instruction within the Realm of FFI[J]. Contemporary Foreign Languages Studies, 2013, 13(10): 33-37.

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