Interlanguage Pragmatic Failure and Its Implication to English Teaching

摘要

语言是交际的工具，它不但町以用来获取信息，而且可以用来建立和维持人与人之间的关系。然而，在跨文化交际中遇到的很多障碍不仅是由英语学习者的语法错误造成的，更主要是由语用失误所造成的。语用失误指的是说话不合时宜，或者说话方式不妥，表达方式不合习惯等导致交际不能取得预期效果的失误。外语教学的最终目的是帮助外语学习者使用目的语进行交际。跨文化交际语用失误的研究是当代语言学研究中的一个具有重要理论意义和实用价值的课题。 本文主要研究大学英语专业学生在英语交际中的语用失误。通过问卷的形式分别对专科和本科英语专业两年级的学生进行调查，研究他们的语用失误。数据结果显示尽管本科英语专业学生的语法能力比专科英语专业学生要高，但在本次调查研究中，专科英语专业两年级和本科英语专业两年级的学生的语用失误没有明显差异。这个研究结果也证实了以前的研究即语法能力并不一定能确保语用能力，在外语教学中，不仅要教授英语的语法知识，更要教授语用知识。接着本文分析了语际语用失误的原因，如误用礼貌形式，不能正确理解言外之力，忽视单词的文化内涵，忽视语言形式的功能，不同的交际方式，以及不同的社会观念和价值体系。最后，本文建议可以通过一些方法提高英语教师和英语学习者的语用能力和文化意识，避免在跨文化交际中产生语用失误。

目录

文摘

英文文摘

声明

ACKNOWLEDGEMENTS

Chapter One Introduction

1.1 Background of the research

1.2 Purpose of the study

1.3 Layout of the paper

Chapter Two Literature Review

2.1 Related studies on pragmatic failure

2.2 Types of pragmatic failure

2.2.1 Pragmalinguistic failure

2.2.2 Sociopragmatic failure

Chapter Three Methodology

3.1 Research questions

3.2 Structure of the questionnaire

3.3 Sources of the questionnaire items

3.4 Data collection

3.5 Subjects

3.6 Procedures

3.7 Data analysis

Chapter Four Causes of Interlanguage Pragmatic Failure

4.1 Pragmatic failure

4.2 The potential pragmalingusitic failure and its causes

4.2.1 The inappropriate transference of speech act strategies

4.2.2 Misuse of the polite form

4.2.3 Failure to interpret the illocutionary force

4.2.4 Ignorance of the cultural connotation of words

4.2.5 Failure to recognize the functions of linguistic forms

4.3 The potential sociopragmatic failure and its causes

4.3.1 Self-reliance

4.3.2 Privacy

4.3.3 Rank and power distance

4.4 The Differences between English and Chinese Styles of Communication

4.4.1 Greetings

4.4.2 Compliments

4.4.3 Topics

4.4.4 Addressing

4.4.5 Interjection

4.5 The different application of CP and PP

Chapter 5 Help Students of Develop Their Pragmatic Competence

5.1 The necessity and possibility of fostering pragmatic competence

5.2 How to develop students' pragmalinguistic competence

5.2.1 Integrating pragmalinguistic knowledge into vocabulary teaching

5.2.2 Integrating pragmalinguistic knowledge into grammar teaching

5.2.3 Integrating pragmalinguistic knowledge into discourse teaching

5.3 How to help students' to develop their sociopragmatic competence

5.3.1 Arousing students' cultural awareness

5.3.2 Introducing the pragmatic principles

5.4 Stressing teachers' self-development

5.5 Strengthening English output

Conclusion

References

Appendix

Publication