Developing pragmatic awareness: closing the conversation
Developing pragmatic awareness: closing the conversation
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培养务实意识：结束对话
DOI：
10.1093/elt/45.1.4
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发表时间：
1991
期刊：
影响因子：
2.5
通讯作者：
Dudley Reynolds
中科院分区：
文献类型：
--
作者：
K. Bardovi;B. Hartford;R. Mahan;M. J. Morgan;Dudley Reynolds
许多商业英语材料并没有为学习者提供自然的、甚至是语用上合适的对话模式。本文主张加强语用学在英语教学中的作用。课堂教师可以通过利用教材中的自然对话、学生的观察和不完整的对话来将语用学融入语言课程。本文提供了以语用为中心的课程的指导方针，以及具体活动的例子，用美式英语的结语来说明这些例子。通常情况下，言语行为的内容或公式(成分)都不能从一种语言恰当地转移到另一种语言，正如House和Kasper(1981)和Takahashi和Beebe(1987)分别在投诉和拒绝时所展示的那样。然而，面子威胁行为并不是唯一在不同语言中表现出不同形式和内容的言语行为。即使是问候和请假也显示出不同(Schmidt和Richards，1980)。
Many commercially available English-language materials do not provide natural, or even pragmatically appropriate, conversational models for learners. This paper argues for increasing the role of pragmatics in Englishlanguage instruction. Classroom teachers can integrate pragmatics into th e language curriculum by drawing on natural conversations, students' observations, and incomplete dialogues in textbooks. The paper provides guidelines for pragmatically-centred lessons, as well as examples of specific activities, using closings in American English to illustrate these examples.^Frequently, neither the content nor the formula (the component parts) of speech acts can be felicitously transferred from one language to another, as House and Kasper (1981) and Takahashi and Beebe (1987) have shown for complaints and refusals, respectively. Face-threatening acts are not the only speech acts which take different forms and content in different languages, however. Even greetings and leave-takings show differences (Schmidt and Richards, 1980).