摘要
本文通过综述西方语际语语用学领域内的部分实验研究，说明本族语学生与非本族语学生在语用表达和语用理解两方面的语用系统是不同的，然后讨论造成这种差异的四个主要因素：语言水平、语用教材、课堂教学和语用转移，最后从教材、课堂教学和语用测试三方面提出了语用教学建议。
This paper first reviews some empirical evidence, which shows that native speakers and normative speakers ol a target language appear to have different systems of pragmatics. Next, it is intended to explore the factors: language proficiency, teaching materials, classroom instruction, and pragmatic transfer which might bring about the differences. Finally, some pedagogical issues are suggested.
出处
《外语与外语教学》
北大核心
2004年第8期14-18,共5页
Foreign Languages and Their Teaching
关键词
语际语语用学
外语教学
语用能力
interlanguage pragmatics, foreign language teaching, pragmatic competence
