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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-04编辑:lgg点击率:3216
论文字数:36900论文编号:org201405041239336445语种:英语 English地区:中国价格:$ 66
摘要:With the rapid development of linguistics, many distinguished professors andresearchers have published more than a thousand kinds of books and articles onpragmatics every year and we have to admit that more importance has been attachedto students’ pragmatic competence development.
2.1 Interlanguage (IL) and Interlanguage Pragmatics (ILP)
The development of IL pragmatic competence entails IL learners the ability tomanage their communicative interactions with others. Before reviewing the definitionand scope of IL pragmatic competence, this chapter first examines the definitions oftwo groups of terms: Interlanguage (IL) and Interlanguage Pragmatics (ILP);Communicative Competence (CC) and Pragmatic Competence (PC); and theirrelationship between them. On the basis of these notions and in light of formerresearches, it explores IL pragmatic competence from three dimensions: knowledge,process and content. Then it discusses the definition and classification of IL pragmaticfailure and pragmatic transfer. And finally the theoretical perspectives in conductingILP research are also presented in this chapter: theory of speech act, politeness theoryand cognitive processing.
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2.2 Communicative Competence and Pragmatic CompetenceCommunicative competence is actually the major goal of teaching and learning aforeign language. It means the practical ability for the learners to use the targetlanguage appropriately and proficiently. As globalization moves forward and China isopening its boundary to more and more countries throughout the world, those who areonly able to read scientific literature and write scientific essays are not enough. Whatwe really need is the real proficiency in using English and communicating to thetarget population in the full sense of the word. Therefore, we can safely draw theconclusion that the ultimate purpose of university English teaching is to cultivate thelearners’ communicative competence both in written and spoken forms. In 1916 Ferdinand de Saussure had made a distinction between “langue” and“parole” and in 1965 Noam Chomsky, the American linguist, made a very similardistinction between “performance” and “competence”. “Competence” is a speaker’sintuitive knowledge of the rules of his native language and “performance” is what heactually produces by applying these rules.
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Chapter Three Methodology.....21
3.1 Research Questions .........21
3.2 Participants.......21
3.3 Instruments.......22
3.4 Data Collection......26
Chapter Four Results and Discussion .....31
4.1 Results of Questionnaires.....31
4.2 Results of the Pragmatic Competence Test ........36
4.3 Results of the Role-play Test ....43
4.4 Discussion ........48
Chapter Five Conclusion......51
5.1 Major Findings......51
5.2 Pedagogical Implications .....52
5.3 Limitations of the Present Research....59
5.4 Suggestions for Further Research .......60
Chapter Four Results and Discussion
4.1 Results of Questionnaires
This questionnaire is aimed at investigating the first research question that whatis the present state of interlanguage pragmatic learning among non-English majorpostgraduates. All the questions are shown in the questionnaire and have been finishedby the participants in the dormitories. Appendix I was carefully designed andmodified by the author and thus the answer given by the subjects can reflect truthfullythe real situation. Among all the questions in Appendix I, all of them are aimed attesting the participants’ knowledge of pragmatic competence and opinions of thecurrent pragmati本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。