关联理论对处理英语教学中信息差的启示

摘要

本文主要探讨Sperber 和Wilson(1986)提出的认知语用学理论(关联理论)对处理高中英语教学中信息差的启示。文章先简要介绍关联理论的一些重要概念：话语关联性，静态语境和动态语境，语境效果和最佳关联，然后指出在高中英语教学中存在的一个令人深思的现象，即英语教学中的信息差，接着阐述信息差出现的主要原因(教学材料、语言因素、文化因素、非语言因素和认识方面的因素)，最后阐述关联理论对处理高中英语教学中信息差的启发，具体落实为以下几点尝试：改进教材激励学生积累充足的共有知识：帮助学生寻求新信息与老知识最大关联的能力；帮助学生发展敏锐的上下文意识以把握准确的语境效果；通过培养他们的跨文化意识，增强跨文化交际能力。本文探讨关联理论对处理高中英语教学中信息差的启示只是语用学理论与英语教学实践相结合的一个初步尝试，其理论价值和实际意义还有待教师和学生做进一步思考。

目录

声明

中文详细摘要

英文详细摘要

Chapter One Introduction

1.1 A brief survey of communication models

1.2 Interpreting “context”

1.3 Static context and dynamic context

1.4 Context in the perspective of the relevance theory

1.5 A choice of contexts according to the language and the environment

1.6 Conditions for relevance and degrees of relevance

1.7 Principle of relevance and optimal relevance

Chapter Two Information Gap in English teaching and learning.

2.1 Information Gap

2.2 The causes of information gap

2.2.1 Teaching materials

2.2.2 Linguistic factors

2.2.3 Cultural factors

2.2.4 Non-linguistic factors

2.2.5 Communicators' cognitive factors

Chapter Three The enlightenment of Relevance Theory on bridging information gap

3.1 Improve teaching materials to help students build up as much mutual knowledge as possible

3.2 Helping students develop the ability of relating new information to old knowledge.

3.3 Cultivate students' sensitive context consciousness

3.4 Develop students' intercultural awareness to enhance intercultural communicative competence and reduce discouce discourse misunedestanding.

Chapter Four Conclusion

Bibliography

Acknowledgements