中国大学英语学习中的语用、认知和策略研究PDF|Epub|txt|kindle电子书版本网盘下载

中国大学英语学习中的语用、认知和策略研究PDF格式电子书版下载

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Chapter 1：INTRODUCTION1

1.1 English in the world1

1.2 College English learning and teaching in China4

1.3 This empirical study9

1.4 Research questions and aims of the study11

1.5 Significance of the study13

1.6 Overall structure of the book14

Chapter 2：LITERATURE REVIEW17

2.1 Pragmatics17

2.1.1 Introduction to pragmatics17

2.1.2 Definitions of pragmatics19

2.1.3 Features of pragmatics22

2.1.3.1 Language users22

2.1.3.2 Context22

2.1.3.3 Meaning24

2.1.3.4 Social interaction24

2.1.4 Categorization of pragmatic knowledge25

2.2 Research on pragmatics in ESL/EFL learning and teaching27

2.2.1 Learners'pragmatic awareness30

2.2.2 Instruction in pragmatics34

2.2.3 Pragmatic failure and speech acts39

2.2.4 Pragmatic competence45

2.3 Research on language learning strategies in ESL/EFL learning55

2.4 Summary65

Chapter 3：THEORETICAL FRAMEWORK67

3.1 Second language acquisition(SLA)68

3.2 Theory of pragmatics70

3.2.1 Interlanguage pragmatics70

3.2.2 Intercultural/cross-cultural pragmatics72

3.2.3 Sociopragmatics73

3.2.4 Pragmatic competence and communicative competence74

3.2.4.1 Canale and Swain's model78

3.2.4.2 Bachman's model79

3.2.5 Speech act theory81

3.2.5.1 Austin's speech act theory82

3.2.5.2 Searle's speech act theory82

3.3 Theory of intercultural communication87

3.3.1 Culture and language87

3.3.2 Interculturality89

3.3.3 Intercultural communication90

3.3.3.1 Perception91

3.3.3.2 Beliefs92

3.3.3.3 Values92

3.3.4 Intercultural competence93

3.4 Theory of English as a lingua franca(ELF)95

3.4.1 Kachru's three circle model of English95

3.4.2 World Englishes and world standard English96

3.4.3 English as a lingua franca98

3.5 Theories of language learning and teaching101

3.5.1 Language learning strategies101

3.5.2 Task-based language teaching and learning104

3.5.3 Communicative language teaching106

3.6 Summary108

Chapter 4：RESEARCH METHODOLOGY110

4.1 Design of the study110

4.2 Participants114

4.3 Data collection115

4.4 Data analysis115

4.5 Questionnaire118

4.6 Discourse Completion Tasks(DCTs)122

4.7 Semi-structured focus group interviews123

4.8 Textbook tasks analysis127

4.9 Validity and reliability128

4.10 Ethical issues129

4.11 Summary129

Chapter 5：RESEARCH DATA REPORT131

5.1 Questionnaire data131

5.1.1 Demographic data131

5.1.2 Students'perceptions of pragmatics in College English learning and teaching133

5.1.3 Students'levels of pragmatic competence143

5.1.4 Students'perceptions and practice of language learning strategies147

5.2 Discourse Completion Tasks data155

5.2.1 Data of the speech act of refusal156

5.2.2 Data of the speech act of compliment response161

5.2.3 Data of the speech act of apology164

5.3 Semi-structured focus group interview data169

5.3.1 Students'perceptions of pragmatic knowledge169

5.3.2 Students'perceptions of pragmatic competence171

5.3.3 Students'perceptions of pragmatics in College English learning and teaching172

5.3.4 Students'perceptions of pragmatic information in textbooks177

5.3.5 Students'perceptions and practice of language learning strategies in learning English178

5.4 Textbook tasks analysis data180

5.5 Summary185

Chapter 6：RESEARCH DATA DISCUSSION186

6.1 RQ1：What are Chinese students'perceptions of pragmatics in their English learning?186

6.1.1 Students'perceptions of English language learning186

6.1.2 Importance of pragmatics in College English learning189

6.1.3 Students'perceptions of learning and teaching pragmatics193

6.1.4 Students'perceptions of pragmatics in College English textbooks200

6.2 RQ2：To what extent do College English students focus on their pragmatic knowledge in their English learning?What are their levels of pragmatic competence?203

6.2.1 Students'focus of pragmafic knowledge in English language learning203

6.2.2 College English students'levels of pragmatic competence205

6.2.2.1 Questionnaire data206

6.2.2.2 Discourse Completion Tasks data211

6.3 RQ3：How do College English students apply their language learning strategies in the learning of English and pragmatics?248

6.3.1 Students'perceptions of language learning strategies248

6.3.2 Students'practice of language learning strategies257

6.4 Summary263

Chapter 7：CONCLUSION265

7.1 Current Chinese College English learning and teaching266

7.2 Conclusions of the study268

7.2.1 Language competence268

7.2.2 Language and culture269

7.2.3 Language learning and teaching271

7.2.4 Language learning tasks272

7.3 Model of learning pragmatics275

7.3.1 Learning content276

7.3.1.1 Pragmatic knowledge276

7.3.1.2 Knowledge of intercultural communication276

7.3.1.3 Knowledge of English as a lingua ffanca277

7.3.1.4 Knowledge of language learning strategies277

7.3.2 Learning process278

7.3.2.1 Task-based approach278

7.3.2.2 Intercultural communicative approach279

7.3.2.3 Language learning strategies approach280

7.4 Implications of the study281

7.4.1 Implications for College English learning281

7.4.2 Implications for College English teaching284

7.4.3 Implications for College English course design285

7.4.4 Implications for the development of College English learning and teaching materials286

7.5 Limitations of the study and recommendations for further research288

7.5.1 Limitations of the study288

7.5.2 Recommendations for further research288

REFERENCES291

Appendix A：Questionnaire330

Appendix B：Discourse Completion Tasks(DCTs)337

Appendix C：Interview Questions343

Appendix D：Transcripts to Students'Responses to Open-ended Questions in the Questionnaire346