Chapter I Introduction
1.1 Research Background
According to some researches, it regarded as a branch of second language acquisition (SLA). Interlanguage pragmatics(ILP) discusses some subjects from the pragmatic perspective. These subjects include learner's IL pragmatic competence to understand and perform verbal behavior in certain situation as well as the development of their IL pragmatic competence. Interlanguage theory emerged at the beginning of 1980s. In the primary stage,mainstream research of second language acquisition mainly concerned with three aspectsof interlanguage: normative speakers' comprehension, production and acquisition of second language pragmatic features. It's obvious that most of ILP studies concerned with second language application but not development (Kasper & Schmidt, 1996;Bardovi-Harlig, 1999; Kasper & Rose, 2017). As the theory developed, in early 1990s,most of ILP researches covered the following eight aspects: (1) the methodology of ILP research; (2) theoretical explorations on Ll-TLpragmatic transfer; (3) the communicative effects of LI―TL pragmatic transfer; (4) IL learners' TL pragmatic comprehension; (5)their pragmatic production in TL; (6) the choosing of a pragmatic norm; (7) the formulation and development of IL pragmatic competence; (8) the role of teaching in the development of IL learners' pragmatic competence. Increasing attention has been inclining towards the pragmatic aspects of learners' language acquisition.
1.1探讨背景
根据一些探讨,它被视为第二语言习得的一个分支(SLA)。中介语语用学(独立)讨论一些主题从语用角度。这些学科包括学习者的语用能力去理解和IL执行言语行为在某些情况以及发展他们的IL语用能力。中介语理论出现在1980年代初。在初级阶段,主流探讨第二语言习得的主要关注三个方面:理解说话者的语际语规范,生产和收购第二语言语用特征。很明显,大多数独立探讨关注第二语言运用程序而不是开发(Kasper &施密特,1996;Bardovi-Harlig,1999;Kasper &罗斯,2017)。随着该理论的发展,在1990年代早期,大多数独立探讨覆盖了以下八个方面:(1)独立的措施论探讨;(2)理论探究将TL务实转移;(3)交际效果的李TL务实转移;(4)IL学习者的TL务实理解;(5)他们的务实的生产在TL;(6)选择一个务实的标准;(7)制定和发展语用能力的IL;(8)教学的角色发展的IL学习者的语用能力。越来越多的关注一直倾向于务实方面的学习者的语言习得。
In western countries, it is considered almost axiomatic that those who are acquiring asecond/foreign language need to gain mastery over the sociolinguistic and pragmatic rulesof the target language. Meanwhile, some researchers in China like He Ziran and YanZhuang (1986), Wang Dexing (1990) and Hong Gang (1991), through investigating thepragmatic competence of Chinese college students, eventually demonstrated that, foreight to ten years studying, these students' pragmatic competence is far from being satisfactory. Therefore, it is urgent to investigate the causes of Chinese English learners'pragmatic failure and find ways of how to improve their pragmatic competence with thehelp of the theory of interlanguage pragmatics.In addition to the Chinese students' pragmatic deficiency, the previous studies ininerlanguage pragmatics mainly involve second language learners of English from severalwestern linguistic and cultural backgrounds, while English learners of oriental culturesare seldom attended to (expect Japanese). Consequently, it is imperative to the flirtherstudy of interlanguage pragmatics in China's foreign language learning context, with theintention of the improvement of the pragmatic competence of Chinese learners.Thus further ILP researches need to explore some vague fields of this theory into (1)learners' acquired pragmatic knowledge and its influence on their comprehension,production and acquisition of IL pragmatics knowledge; (2) LI pragmatic transfer in，英语论文题目，英语论文范文 |
