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明示教学对提高外语学习者语用能力的作用及局限性研究EffectsofExplicitInstructiononEFLlearners’PragmaticCompetenceDevelopmentBy:ZhaoYurongFrom:HebeiNormalUniversityofScienceandTechnologyOn:May,18th,2007OutlineBackgroundQuestionsandhypothesesMethodologicalissuesDesignFindingsConclusionI.Backgroundofthepresentstudy1.PragmaticcompetenceandinterlanguagecompetencePragmaticcompetence---oneoftheessentialelementsofcommunicativecompetence.InBachman’s(1990)model,communicativecompetenceiscomposedoforganizationalcompetence(whichreferstoknowledgeoflinguisticunitsandtextualrules)andpragmaticcompetence(whichreferstoknowledgeandabilitytointerpretandperformillocutionaryactscorrespondingtothesocialandcontextualfactors)Interlanguagepragmaticcompetence---thedevelopingstateofanL2/FLlearners’pragmaticcompetence.ImportanceofTLpragmaticcompetenceAbignumberofresearches,suchasThomas(1983),Tannen(1984),Wolfson(1989),Bardovi-Harlig&Hartford(1993),Scollon&Scollon(2000),etc.,havedemonstratedtheimportanceofTLpragmaticcompetenceininterculturalcommunication.Infact,tosomeextent,itisevenmoreimportantthantheTLorganizationalcompetence.Thefactissimplythatwhilenativespeakersoftenforgivesyntacticandlexicalerrors,theytypicallyinterpretpragmaticfailureasarrogance,impatience,rudeness,andsoon.Therefore,inordertopreventmisstepsininterculturalcommunication,L2learnershavetodeveloptheTLpragmaticcompetenceonthebasisofimprovingtheiroverallTLproficiencyandaccuracy.Accordingly,researchersandteachersneedtoexplorehownonnativelearnersacquireanddevelopthistypeofcompetence.Solution?3.RationalofexplicitteachingPotentialdangerforinterculturalcommunicationDivergenceinL2learners’pragmaticcompetenceREMEDY:ExplicitinstructionofpragmaticsNoticinghypothesisInefficientdevelopmentunderthenormalteachingcondition(Ellis,1992;Hill,1997)TheroleoffocusedinstructioninL1pragmaticsacquisition“Noticingisthenecessaryandsufficientconditionforconvertinginputtointake”(Schmidt,1990:129),or“Theattentionalthresholdfornoticingisthesameasthethresholdforlearning”(Schmidt,1993:35).AndsimpleexposuretotheTLpragmaticswasinsufficientforlearners’noticingofL2pragmaticfeatures(Schmidt,1993).4.PreviousexperimentalstudiesExperimentalstudiesontheeffectsofexplicitinstructionofpragmatics--incongruentresultsButotherstudiesreportedthatnosignificanteffectsoftheexplicitinstructioncouldbefound(e.g.Locastro,1997;Kubota,1995;Overfield,1996;Pearson,2001;etc.).Abiggerpartofstudiessupporttheeffectivenessoftheexplicitapproach(e.g.Billmyer,1990;Olshtain&Cohen,1990;Morrow,1995;Takahashi,2001;Bouton,1994,2001;Liddicoat&Crozet,2001;Wishnoff,2000;etc.)Compareandcontrast:1)Takahashi,2001(intermediate/advancedlearners;bi-clausalrequests;detailedmetapragmaticinformationgiveninthehandouts)vs.Pearson,2001(lowproficiency;gratitude,apology,directive;metapragmaticdiscussion)2)Morrow,1995(prescribedspeechactformulas;varioustypesofperformanceactivities;learnerfactorsarecontrolled)vs.Overfield,1996(extralinguisticfeaturesdiscussion;role-play;uncontrolledlearnerfactors,especially,theexperienceoftravelingabroad)Tentativeinterpretation:Differencesinteachingdesigns;InfluencesoflearnerfactorsInvestigationsintotherelationshipbetweenindividualfactorsandpragmaticcompetencedevelopmentassociatethepossibleinterventionoflearnerfactorsinthetheinstructionalprocessofpragmaticsIntegrativeMotivation:Schmidt,1983;NiezgodaandRover,2001SocioculturalIdentity:Locastro,1998,2001;Siegal,1996Grammaticalcompetence:Bardovi-HarligandDornyei,1998;Koike,1996II.Researchquestionsandhypotheses(1)ThisstudyinvestigatesinthecontextofexplicitteachingIFandToWhatExtentnonnativelearnerscanimprovetheirpragmaticperformance;andmeanwhile,IFandTOWhatExtentlearnerfactorscanexertsomeinfluencesontheoutcomeoftheexplicitteaching.Makedifferenceinlearners’pre-andpost-treatmentperformance?Bringmorebenefitsforlearners’improvementinTLpragmaticcompetencethannormalteaching?ResearchQuestionsLearners’individualdifferenceshaveeffectsonlearners’progressunderthesameexplicitteachingcondition?II.Researchquestionsandhypotheses(2)(i)Explicitinstructionofpragmaticsdoesmakedifferenceinnonnativelearners’pragmaticperformance;(ii)Explicitinstructioncanbetterfacilitatenonnativelearners’pragmaticcompetencedevelopmentthannormalteachingapproach;(iii)FLlearners’lowerintegrativemotivationandlower-leveledidentityforTLsocioculturalnormmayimpedelearners’investmentinpragmaticslearning,andthusshadowtheeffectsofpragmaticsteaching;(iv)Grammaticalcompetenceisanecessary,thoughnotasufficientconditionforlearners’pragmaticcompetencedevelopment.Learners’lowergrammaticalcompetencemighthinderlearnersfromgettingbenefitsofpragmaticsinstruction.HYPOTHESESIII.ExplicitTeachingofRequestsandRefusals:MethodologicalIssuesPrinciplesforexplicitteachingofpragmaticsAPilotInvestigationFindings—possiblelearningobstaclesModifiedtaxonomyofrequestsandrefusals1.PrinciplesforexplicitteachingofPragmaticsNoticinghypothesistwo-dimensionalmodelhypothesisoutputhypothesisTheoreticalunderpinningsPrinciplesforexplicitteachingofpragmaticsPrincipleofconsciousne
本文标题:明示教学对提高外语学习者语用能力的作用及局限性研究
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