Theories of Second Language Pragmatic Development
Theories of Second Language Pragmatic Development
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第二语言语用发展理论
DOI：
10.1111/j.1467-1770.2002.tb00023.x
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Kenneth R. Rose
中科院分区：
文献类型：
--
作者：
G. Kasper;Kenneth R. Rose
考虑第二语言语用发展的理论方法并不是一件简单的事情，因为很多关于这一主题的研究都是描述性的，而不是以任何特定的理论取向为动机或指导。在许多情况下，理论立场被用作对调查结果的事后解释，而不是作为设计和进行有关研究的基础。诚然，言语行为理论和礼貌理论，例如，经常被援引来设定研究目标，但这些（和其他）理论适用于研究对象，而不是学习过程。然而，最近，理论指导的研究正在兴起，例如采用社会文化或语言社会化视角的研究。在本章中，我们讨论了一系列理论取向，这些理论取向已经或可能卓有成效地用于解释真实学习环境中的语用发展（即，在没有专门为研究目的而安排的环境中;见第7章关于国际语用学研究的理论）。这些理论包括个人内部取向的理论（如文化适应模型、认知过程）和人际视角的理论（如社会文化理论、语言社会化和人际交往能力）。最后，我们对这五种理论解释语用发展的价值进行了评价。
Considering theoretical approaches to L2 pragmatic development is not a straightforward matter, because much of the research on the topic has been descriptive rather than motivated or guided by any particular theoretical orientation. In many cases, theoretical positions have been appealed to as post hoc explanations of findings rather than serving as the basis for the design and conduct of the study in question. It is true that speech act theory and politeness theory, for example, have frequently been invoked in setting the investigational target, but these (and other) theories apply to the object of the study, not the learning process. Recently, however, theory-guided research has been on the rise, such as studies adopting a sociocultural or language socialization perspective. In this chapter, we discuss a range of theoretical orientations that have been, or could be fruitfully, engaged to account for pragmatic development in authentic learning environments (ie, in settings that have not been specifically arranged for research purposes; see Chapter 7 for theories in intementional pragmatics research). These include theories with an intra-personal orientation (ie, the acculturation model, cognitive processing) and those adopting an inter-personal perspective, conceptualizing L2 pragmatic learning as social practice (ie, sociocultural theory, language socialization, and interactional competence). Finally, we evaluate the merits of the five theories for explaining pragmatic development.