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以非英语专业分级教学班级中的71名学生为研究对象,探讨语用策略培训在大学英语分级教学中的实践应用。在实验班对学生在课堂上进行语用策略培训,在对照班进行常规教学,试验为期一个学期。培训前后对学生进行语用能力知识策略前测和后测。数据分析表明学习者的语言水平对语用能力的主效应不显著,英语语用能力并不随着语言水平的提高而提高。前后测结果显示学生的语用交际能力通过课堂教学实践可以得到提高。交际能力的增强可以提高学生听说能力,增加学习英语的自信心,也必然带动英语综合能力的提高。然而,数据分析表明,实验班级学生的词汇输入能力要略逊于对照班级的学生,这一点要引起外语教师的注意。
This study focuses on 71 students from non-English majors, and discusses the practical application of pragmatic strategies in college English graded teaching. Students in the experimental class in the classroom pragmatic strategy training, routine teaching in the control class, the test period of one semester. The pre-test and post-test of students’ pragmatic competence knowledge strategy before and after training. The data analysis shows that the main effect of learners’ language proficiency on pragmatic competence is not significant, and the pragmatic competence of English does not increase with the improvement of language proficiency. Before and after the test results show that students’ pragmatic communicative competence through classroom teaching practices can be improved. The improvement of communicative competence can improve students’ ability of listening and speaking, increase the self-confidence of learning English, and inevitably lead to the improvement of English comprehensive ability. However, the data analysis shows that students in the experimental class have a slightly lower vocabulary input than those in the control class, which should attract the attention of the foreign language teachers.