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英语专业学生语际语语用能力及其培养模式研究 基于北方民族大学的个案研究PDF|Epub|txt|kindle电子书版本下载
- 马腾著 著
- 出版社： 北京：中国社会科学出版社
- ISBN：9787516132548
- 出版时间：2013
- 标注页数：250页
- 文件大小：103MB
- 文件页数：279页
- 主题词：英语－教学研究－民族学院
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图书目录
Chapter 1 Introduction1
1.1 Research background1
1.2 Significance of the research8
1.3 Methodology of the research10
1.4 Organization of the book13
Chapter 2 Literature Review16
2.1 Interlanguage16
2.2 Interlanguage pragmatics21
2.3 Intercultural communication26
2.3.1 Nature and scope of intercultural communication27
2.3.2 Features and complexities of intercultural communication28
2.4 Pragmatic transfer,pragmatic failure and fossilization33
2.4.1 Pragmatic transfer33
2.4.2 Pragmatic fossilization41
2.4.3 Pragmatic failure50
2.5 Summary56
Chapter 3 ILPC ＆ the Terminal Goal in its Development57
3.1 Interlanguage pragmatic competence57
3.1.1 Communicative competence revisited58
3.1.2 Interlanguage pragmatic competence—A working model61
3.2 The terminal goal of ILPC development71
3.2.1 Accuracy71
3.2.2 Fluency72
3.2.3 Appropriacy73
3.2.4 Intercultural pragmatic sensitivity76
3.5 Summary77
Chapter 4 A Survey of ILPC of EMs in EU——A Case Study of BEU79
4.1 Description of survey80
4.1.1 Participants80
4.1.2 Instruments82
4.1.3 Data collection84
4.1.4 Data analysis85
4.2 Results and discussion:A quantitative approach86
4.2.1 Global situation of ethnic English majors86
4.2.2 Local situation of ethnic English majors96
4.2.3 Differences between HAN and the HMT and OTH as a whole117
4.3 Results and discussion：A qualitative approach122
4.3.1 Summary of the differences among HAN,HMT and OTH123
4.3.2 Pragmatic failure among HAN,HMT and OTH123
4.3.3 Further discussion：Observations on complexities in EU148
4.4 Summary164
Chapter 5 An Overall Theme-based ILPCD Model and Strategies for its Implementation166
5.1 An overall theme-based ILPCD Model166
5.1.1 Rationale of theme-based instruction166
5.1.2 The overall theme-based instructional model for ILPCD169
5.2 Teaching strategies for the theme-based ILPCD model174
5.2.1 Applying the explicit-implicit teaching method174
5.2.2 Offering T-based contextualized metapragmatic lead-ins175
5.2.3 Doing interaction,perceiving strategies via contextual awareness176
5.2.4 Giving proper corrective feedback in T-based instruction178
5.2.5 Paying due attention to grammar-teaching180
5.2.6 Equipping learners with learning strategies190
5.3 Summary192
Chapter 6 Conclusion194
6.1 Conclusions194
6.2 Implications196
6.2.1 Theoretical implications196
6.2.2 Pedagogical implications197
6.3 Limitations of the present research199
References201
Appendix Ⅰ Pragmatic Competence Questionnaire for English Majors in EU for English Majors in EU227
Appendix Ⅱ Ethnicity Information Questionnaire for English Majors in EU238
Appendix Ⅲ Research Items Correspondence Table241
Appendix Ⅳ Language Families of Ethnic Groups in China243
Appendix Ⅴ Information of Ethnic Groups in China245
Afterwords248