大学英语教学中的语用研究【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

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CHAPTER 1　INTRODUCTION1

1.1　Globalization of English1

1.2　College English teaching in China2

1.3　Information about College English textbook writing in China5

1.4　Aim of the study6

1.5　Significance of the study9

1.6　Research questions9

1.7　Organization of the book10

CHAPTER 2　RESEARCH ON PRAGMATICS12

2.1　Pragmatics:an overview12

2.1.1　Pragmatics:a definition13

2.1.2　Features of pragmatics15

2.2　Research on pragmatics in language teaching and materials development:an overview19

2.3　Research on pragmatics in ESL/EFL teaching/learning:past studies29

2.3.1　Teachability30

2.3.2　Role of instruction33

2.3.3　Effect of instruction34

2.3.4　Summary of the major findings and arguments44

2.4　Research on pragmatics in ESL/EFL materials development:past studies45

2.4.1　Authenticity in textbooks46

2.4.2　Presentation of speech acts in textbooks53

2.4.3　Pragmatic knowledge contained in textbooks58

2.4.4　Effect of pragmatic input on the development of learners'pragmatic competence60

2.4.5　Summary of the major findings and arguments63

2.5　Summary64

CHAPTER 3　THEORIES OF SLA AND PRAGMATICS65

3.1　Theories of language teaching and learning65

3.1.1　Second language acquisition(SLA)66

3.1.2　Cognitive perspectives of second language acquisition68

3.1.3　Sociocultural perspectives of second language acquisition69

3.1.4　Communicative language teaching70

3.1.5　Task-based language teaching73

3.1.6　Intercultural language teaching(ILT)75

3.2　Theories and concepts of pragmatics77

3.2.1　Pragmatic competence77

3.2.2　Speech act theory79

3.2.3　Interlanguage pragmatics82

3.2.4　Intercultural pragmatics82

3.2.5　Sociopragmatics85

3.2.6　Categorization of pragmatic knowledge85

3.2.7　Textbook analysis framework87

3.3　Summary88

CHAPTER 4　PRAGMATICS IN COLLEGE ENGLISH CLASSROOMS90

4.1　Designing the study90

4.1.1　Research methods91

4.1.2　Data collection and data categorization95

4.2　Research data report96

4.2.1　Questionnaire data96

4.2.2　Content analysis data112

4.2.3　Classroom observation data125

4.2.4　Interview data129

4.3　Findings135

4.4　Summary138

CHAPTER 5　A PRAGMATIC ANALYSIS139

5.1　RQ1:How do Chinese teachers and students perceive pragmatic knowledge in the process of teaching/learning and in College English textbooks?139

5.1.1　Importance of pragmatics in teaching and learning English139

5.1.2　Perception of pragmatics in College English textbooks142

5.1.3　Ways of teaching pragmatics in College English classrooms145

5.1.4　Proficiency and perception of learning and teaching pragmatics147

5.2　RQ2:What is the nature of pragmatic materials and tasks included in College English textbooks?149

5.2.1　Quantitative analysis of pragmatic materials and tasks in CE textbooks150

5.2.2　Qualitative analysis of pragmatic materials and tasks in CE textbooks152

5.3　RQ3:How do Chinese College English teachers incorporate pragmatic materials and tasks into the classroom?173

5.3.1　Teaching pragmatics in College English classrooms,how likely174

5.3.2　What to teach:pragmatic input in College English classrooms178

5.3.3　How to teach:pragmatic approach in College English classrooms182

5.4　Summary195

CHAPTER 6　CONCLUSIONS:TOWARDS A NEW MODEL OF TEACHING PRAGMATICS197

6.1　Re-orientation of College English teaching in China197

6.2　Conclusions199

6.3　Teaching pragmatics:a model202

6.3.1　Teaching pragmatics:content203

6.3.2　Teaching pragmatics:process204

6.4　Implications207

6.4.1　Implications for teaching and learning210

6.4.2　Implications for pedagogy210

6.4.3　Implications for teachers'professional development216

6.4.4　Implications for materials development217

6.5　Limitations of the study and recommendations for further research220

REFERENCES223

Table 2.1　Topics and contexts in pragmatics in language teaching and materials development research21

Table 2.2　Topics and contexts in pragmatics in language teaching26

Table 2.3　Topics and contexts in pragmatics in materials development48

Table 3.1　Revised Bloom's Taxonomy75

Table 3.2　Points of articulation between culture and language77

Table 3.3　Textbook analysis framework87

Table 4.1　Demographic data of teachers98

Table 4.2　Teachers'views on pragmatics in English teaching/learning and textbooks99

Table 4.3　Demographic data of students105

Table 4.4　Perceptions on pragmatics in teaching/learning,and textbooks107

Table 4.5 Means of questions 8-13 in student'questionnaire110

Table 4.6　Pages and units in CE Integrated textbooks113

Table 4.7　Pragmatic knowledge in CE Integrated textbooks113

Table 4.8　Descriptive statistics of pragmatic knowledge in CE Integrated textbooks114

Table 4.9　Descriptive statistics on types of pragmatic knowledge in CE Integrated textbooks114

Table 4.10　Descriptive statistics of types of pragmatic knowledge in CE Integrated textbooks115

Table 4.11　Other cultures mentioned in CE Integrated textbooks118

Table 4.12　Pages and units in Listening and Speaking textbooks119

Table 4.13　Pragmatic knowledge in L＆S textbooks119

Table 4.14　Descriptive statistics on pragmatic knowledge in L＆S textbooks120

Table 4.15　Number of pages including pragmatic knowledge120

Table 4.16　Explicit mention of speech acts in L＆S textbooks121

Table 4.17　Time allotment for classroom teaching125

Table 4.18　Types of pragmatic knowledge taught in class126

Table 4.19　Students'oral presentations done in class127

Table 5.1　Means of Question 9149

Table 5.2　Means of Question 10149

Table 5.3　Distribution and categorization of students'presentations192

Figure 3.1　Theoretical framework of language teaching66

Figure 3.2-1 Bachman's model of communicative competence72

Figure 3.2-2　Language competence72

Figure 3.3 Categorization of pragmatic knowledge　86

Figure 4.1 Most often used approach to teaching pragmatic knowledge(teacher questionnaire)100

Figure 4.2 Knowledge most often taught in class(teacher questionnaire)101

Figure 4.3 Most frequently used pragmatic task in class(teacher questionnaire)102

Figure 4.4 Most preferred way to teaching pragmatic knowledge in class(teacher questionnaire)102

Figure 4.5 Order of importance in learning English(teacher questionnaire)103

Figure 4.6 Pragmatic tasks most frequently used in class(student questionnaire)108

Figure 4.7 Channel liked most to get pragmatic information in class(student questionnaire)108

Figure 4.8 English abilities you want to improve most(student questionnaire)109

Figure 4.9 Importance of grammar,vocabulary,pronunciation,knowledge on how to use language(student questionnaire)109

Figure 4.10 Expressing disagreement123

Figure 5.1 Means of Questions 8-13 in the student questionnaire148

Figure 5.2 Degree of politeness166

Figure 5.3 Percentage of pragmatic knowledge in CE textbooks173

Figure 5.4 The revised Bloom's taxonomy194

Figure 6.1 Framework of teaching pragmatics203

Figure 6.2 Teaching pragmatics:content205

Figure 6.3 Teaching pragmatics:process208

Figure 6.4 Teaching pragmatics:a model209