在英语课堂教学中培养学生的语用能力
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摘要
人们一般认为外语教学的最终目的是培养学习者运用语
言的能力，但结果发现在教学过程中，语言性的知识得到了较
多的注意，而语用性知识却被忽略了。实际上，语用性知识对
交际的成功作用更大。本文作者试图挖掘常规英语课堂教学的
不足，分析语用学、语境与英语教学之间的关系，并提出提高
学生语用能力的必要性。本文认为通过多种教学活动培养学生
的语用能力是可行的，并就如何培养学生英语语用能力可行的
方法上提出了建议。
It is generally held that the ultimate purpose of foreign language teaching is to
cultivate learners?competence to use language, but in the teaching process, it has
been found out that linguistic knowledge is usually paid more attention to while the
pragmatic knowledge is neglected. In fact, it is believed that pragmatic knowledge
contributes more to the success of communicative perfoimances. This dissertation
sets out to examine the deficiency in conventional English Language Teaching (ELT)
and analyze the relationship between pragmatics, context and ELT and propose the
necessity of improving students?pragmatic competence. It is ai7gued in this
dissertation that it is feasible to cultivate the students?pragmatic competence of the
target language using various teaching and learning activities. And some feasible
means of developing students?pragmatic competence of English language will
be suggested.
言的能力，但结果发现在教学过程中，语言性的知识得到了较
多的注意，而语用性知识却被忽略了。实际上，语用性知识对
交际的成功作用更大。本文作者试图挖掘常规英语课堂教学的
不足，分析语用学、语境与英语教学之间的关系，并提出提高
学生语用能力的必要性。本文认为通过多种教学活动培养学生
的语用能力是可行的，并就如何培养学生英语语用能力可行的
方法上提出了建议。
It is generally held that the ultimate purpose of foreign language teaching is to
cultivate learners?competence to use language, but in the teaching process, it has
been found out that linguistic knowledge is usually paid more attention to while the
pragmatic knowledge is neglected. In fact, it is believed that pragmatic knowledge
contributes more to the success of communicative perfoimances. This dissertation
sets out to examine the deficiency in conventional English Language Teaching (ELT)
and analyze the relationship between pragmatics, context and ELT and propose the
necessity of improving students?pragmatic competence. It is ai7gued in this
dissertation that it is feasible to cultivate the students?pragmatic competence of the
target language using various teaching and learning activities. And some feasible
means of developing students?pragmatic competence of English language will
be suggested.
引文
Austin, J.L. (1962). How to Do Things with Words, ed: Cambridge, Mass: Harvard University Press
Blakemore, D. (1992). Understanding Utterance, Oxford: Blackwell
Carnap, R. (1948). Introduction to Semantics, Cambridge, Mass: MIT Press
Grundy, P. (1995). Doing Pragmatics, London: Edward Arnold
Hymes, D. (1972). "On communicative competence" in J. B. Pride and J. Holmes (eds.) Sociolinguistics (pp.269-293 ), London: Penguin
Kramsch, C. (1993). Context and Culture in Language Teaching, Oxford: Oxford University Press
Krashen (1988). Second Language Acquisition and Second Language Learning, New York: Prentice Hall International
Leech, G. (1983). Principles of Pragmatics, New York: Longman Group Limited
Levinson, S. (1983). Pragmatic s, Cambridge: Cambridge University Press
Little. G. and Singleton, D. M. (1992). "Authentic materials and the role of fixed support in language teaching: Towards a manual for language learners" CLCS Occasional Paper, No. 20, Dublin: Trinity College Center for Language and Communication Studies
Li Xiaoju, (1990). "In defence of the communicative approach" in Currents of Change in ELT, eds: Richarel Rossener and Rod Bolitho. 59-97. Oxford University Press.
Mey, J. (1993). Pragmatics—An Introduction, Blackwell, Oxford
Morris, C.W. (1938): "Foundations of the Theory of Signs" in Writings on the General Theory of Signs, The Hague: Mouton
Searle, J. (1969). Speech Acts, Cambridge: Cambridge University Press
Searle, J. (1975). "Indirect Speech Acts" in Cake and Morgan (eds.)
Sperber, D. and Wilson, D. (1986). Relevance: Communication and Cognition, Basil Blackwell Limited
Stern, H. H.(1992). Issues and Options in Language Teaching, eds: Patrick Allen and Birgit Harley: Oxford University Press
Thomas, J. (1983). "Cross-cultural pragmatic failure" in Applied Linguistics, Vol.4, No.2, OUP
Widdowson, H.G. (1978). Teaching Language as Communication. Oxford University Press
Widdowson, H.G. 91990). Aspects of Language Teaching, Oxford: Oxford University Press
白解红 (2000)，“语境与语义”，《外语与外语教学》，第四期，21-24页
陈林华、袁霁 (1991)，“外语教学与学习中的文化问题”，《外语界》，第二期，31-35页
陈申 (1999)，《外语教育中的文化教学》，北京，北京语言文化大学出版社
邓炎吕、刘润清 (1991)，《语言与文化》，北京，外语教学与研究出版社
高一虹 (1999)，“外语学习木桶的‘短板’——从一次失败的演讲谈起”，《外语与外语教学》，第三期，6-9页
何自然 (1997)，《语用学与英语学习》，上海外语教育出版社
胡文仲、高一虹 (1995)，《外语教学与文化》，长沙，湖南教育出版社
胡壮鳞、刘润清、李延福 (1988)，《语言学教程》，北京，北京大学出版社
李瑞华 (1994)，“语用的最高原则——得体”，《外语界》，第六期
刘绍忠 (1997)，“语境与语用能力”，《外国语》，第三期，24-30页
刘润清 (1999)，《论大学英语教学》，上海，上海外语教育出版社
宋方琴 (1999)，“转轨中的大学英语听力教学”，《外语与外语教学》，第二期，32-34页
唐祥金 (1999)，“论外语教学中的社会文化能力的培养”，《外语与外语教学》，第七期，32-34页
俞东明 (2000)，“意义与所指的哲学语义与语用研究”，《外语与外语教学》，第二期，4-12页
周丽娟、郭涛 (2000)，“再谈合作原则、礼貌原则及关联原则”，《外语学刊》，第一期，37-40页
Blakemore, D. (1992). Understanding Utterance, Oxford: Blackwell
Carnap, R. (1948). Introduction to Semantics, Cambridge, Mass: MIT Press
Grundy, P. (1995). Doing Pragmatics, London: Edward Arnold
Hymes, D. (1972). "On communicative competence" in J. B. Pride and J. Holmes (eds.) Sociolinguistics (pp.269-293 ), London: Penguin
Kramsch, C. (1993). Context and Culture in Language Teaching, Oxford: Oxford University Press
Krashen (1988). Second Language Acquisition and Second Language Learning, New York: Prentice Hall International
Leech, G. (1983). Principles of Pragmatics, New York: Longman Group Limited
Levinson, S. (1983). Pragmatic s, Cambridge: Cambridge University Press
Little. G. and Singleton, D. M. (1992). "Authentic materials and the role of fixed support in language teaching: Towards a manual for language learners" CLCS Occasional Paper, No. 20, Dublin: Trinity College Center for Language and Communication Studies
Li Xiaoju, (1990). "In defence of the communicative approach" in Currents of Change in ELT, eds: Richarel Rossener and Rod Bolitho. 59-97. Oxford University Press.
Mey, J. (1993). Pragmatics—An Introduction, Blackwell, Oxford
Morris, C.W. (1938): "Foundations of the Theory of Signs" in Writings on the General Theory of Signs, The Hague: Mouton
Searle, J. (1969). Speech Acts, Cambridge: Cambridge University Press
Searle, J. (1975). "Indirect Speech Acts" in Cake and Morgan (eds.)
Sperber, D. and Wilson, D. (1986). Relevance: Communication and Cognition, Basil Blackwell Limited
Stern, H. H.(1992). Issues and Options in Language Teaching, eds: Patrick Allen and Birgit Harley: Oxford University Press
Thomas, J. (1983). "Cross-cultural pragmatic failure" in Applied Linguistics, Vol.4, No.2, OUP
Widdowson, H.G. (1978). Teaching Language as Communication. Oxford University Press
Widdowson, H.G. 91990). Aspects of Language Teaching, Oxford: Oxford University Press
白解红 (2000)，“语境与语义”，《外语与外语教学》，第四期，21-24页
陈林华、袁霁 (1991)，“外语教学与学习中的文化问题”，《外语界》，第二期，31-35页
陈申 (1999)，《外语教育中的文化教学》，北京，北京语言文化大学出版社
邓炎吕、刘润清 (1991)，《语言与文化》，北京，外语教学与研究出版社
高一虹 (1999)，“外语学习木桶的‘短板’——从一次失败的演讲谈起”，《外语与外语教学》，第三期，6-9页
何自然 (1997)，《语用学与英语学习》，上海外语教育出版社
胡文仲、高一虹 (1995)，《外语教学与文化》，长沙，湖南教育出版社
胡壮鳞、刘润清、李延福 (1988)，《语言学教程》，北京，北京大学出版社
李瑞华 (1994)，“语用的最高原则——得体”，《外语界》，第六期
刘绍忠 (1997)，“语境与语用能力”，《外国语》，第三期，24-30页
刘润清 (1999)，《论大学英语教学》，上海，上海外语教育出版社
宋方琴 (1999)，“转轨中的大学英语听力教学”，《外语与外语教学》，第二期，32-34页
唐祥金 (1999)，“论外语教学中的社会文化能力的培养”，《外语与外语教学》，第七期，32-34页
俞东明 (2000)，“意义与所指的哲学语义与语用研究”，《外语与外语教学》，第二期，4-12页
周丽娟、郭涛 (2000)，“再谈合作原则、礼貌原则及关联原则”，《外语学刊》，第一期，37-40页
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