本文运用语篇补全测试法(DCT),参照Beebe et al.(1990)的语义公式分类法,调查了中加两国大学生拒绝言语行为的使用情况。结果表明:中国大学生总体上使用较多的拒绝策略;中国大学生较加拿大大学生使用较多的间接拒绝策略。在具体策略的...本文运用语篇补全测试法(DCT),参照Beebe et al.(1990)的语义公式分类法,调查了中加两国大学生拒绝言语行为的使用情况。结果表明:中国大学生总体上使用较多的拒绝策略;中国大学生较加拿大大学生使用较多的间接拒绝策略。在具体策略的使用上,中国大学生较多地使用理由、道歉、提供其它选择、称呼语和将来接受等策略,而加拿大大学生则较多地使用直接拒绝语、感谢和表达愿望等语义成分。另外,本调查也发现,社会地位对拒绝策略的使用也有一定的影响。展开更多
The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this s...The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.展开更多
文摘本文运用语篇补全测试法(DCT),参照Beebe et al.(1990)的语义公式分类法,调查了中加两国大学生拒绝言语行为的使用情况。结果表明:中国大学生总体上使用较多的拒绝策略;中国大学生较加拿大大学生使用较多的间接拒绝策略。在具体策略的使用上,中国大学生较多地使用理由、道歉、提供其它选择、称呼语和将来接受等策略,而加拿大大学生则较多地使用直接拒绝语、感谢和表达愿望等语义成分。另外,本调查也发现,社会地位对拒绝策略的使用也有一定的影响。
文摘The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.
