在Faerch and Kasper(1984)提出的陈述性语用知识与程序性语用知识的理论框架下,笔者研究了课堂外语学习环境下学习者语用能力的发展模式。数据结果分析显示,随着学习水平的提高,尽管高水平组在语用的语言策略或形式运用意识方面有所提高,但两类语用知识之间的差距依旧存在,且并未有减小趋势。 Based on the theoretical framework of declarative pragmatics and procedural pragmatics put forward by Faerch and Kasper (1984), the author studied the development model of learners’ pragmatic competence in the context of classroom foreign language learning. The analysis of data results shows that although the level of pragmatic language strategies or forms of use has increased, the gap between the two pragmatic knowledge still exists and does not decrease with the improvement of the level of learning. trend.