摘要
文章从语用学角度,对初中英语教师如何通过言语行为来创设课堂教学语境,进而培养学生的语用能力进行了研究。研究发现:教师实施的言语行为类型比较多,Searle提出的五种类型都有涉及,但使用频率不同。教师通过多种言语行为创设的物理、社会和心理语境有助于培育和发展学生的语用能力。
This is an investigation of the ways teachers in English classrooms of junior middle schools generate pragmatic contexts with their speech acts to help learners develop their pragmatic competence from the perspective of pragmatics. The results show that five speech acts （ directive, assertive, expressive, declaration and commissive speech acts） are mobilized by the teachers in English classrooms, but the ratio of the speech acts is different. Those speech acts generate contexts in the physical, social and mental dimensions, which help the students develop and cultivate their pragmatic competence.
出处
《浙江外国语学院学报》
2015年第1期40-45,共6页
Journal of Zhejiang International Studies University
关键词
教师
言语行为
初中英语教学
课堂教学语境
teachers
speech acts
English teaching in junior middle school
pragmatic contexts in English classroom
