| 跟着时期的成长，中法两国间的来往日趋频仍，法语同样成为浩瀚小语种专业中最热点的专业之一。但是，以往那种以说话常识为中间的教授教养形式曾经逐渐知足不了需求，法语论文网站，为了顺遂地到达外交目标，法语习者不只须要具有稳固体系的说话常识，而且应当具有精确、得体的法语交换才能，即语用才能。故此，为了经由几年的法语进修后，习者可以或许运用法语停止有用的交换，就须要在法语教授教养中停止语用才能的造就。语用学是说话学的一个分支，是一个以研究说话意义为中间的新兴范畴。重要研究说话的懂得和运用。语际语用学是始于上世纪80年月的一门穿插学科，它重要研究非母语的第二说话行动和对其行动的懂得。最近几年来，国外学者对于语际语用学停止了年夜量的研究，个中也有很多学者对于语用才能的造就停止了摸索，但这些研究都是基于外语作为第二说话情况，对于国际外语进修没有太年夜的自创和赞助。所以，将语用才能的造就融入到中公法语教授教养，这成为一个新的课题，亟待研究。针对我公法语先生语用才能软弱，和国际对于这方面研究缺乏的现状，作者在本文中以语用学实际为实际基本，商量了在法语教授教养中如何造就语用才能。全文分为以下五个部门：第一部门，从国际外的研究中归结了语用学及语际语用学的界说，并剖析了甚么是语用才能，和语用掉误；第二部门，从国际法语教授教养情况的优势及优势角度动身，论述了为何要造就先生的语用才能；第三部门，对研究若何造就语用才能用到的实际根据停止了简略的引见。第四部门，文章最主要的一部门，详实地引见了在教授教养理论中若何造就语用才能的办法。最初，总结了本文的研究结果和缺乏，并提出了将来可研究的偏向。 Abstract: Along with the growth period, between China and France, the former increasingly frequent, French also become the vast minority language professional the most popular professional one. But in the past that have to talk sense as the intermediate form of teaching has gradually can not meet the demand, in order to arrive at the diplomatic goal smoothly, French learners not only need to be have a solid system knowledge of the languages, and should have a precise and appropriate French exchange to, namely pragmatic to. Therefore, in order to pass a few years of French Studies, the learner can use French to stop useful exchange, it is necessary to stop the cultivation of pragmatic ability in the teaching of french. Pragmatics is a branch of the language of speech, and it is a new category in the middle of the meaning of the study. The understanding and application of important seminar. Interlanguage pragmatics is started in the 1980s a cross disciplinary, it is important to study non speaking a second language action and the action to understand. In recent years, foreign scholars on interlanguage pragmatics stopped a large amount of research, which also has many scholars about pragmatic ability makes stop groping, but these studies are based on foreign language as a second language situation on the foreign language learning not too Nianye self innovation and sponsorship. So, it becomes a new topic to study the integration of pragmatic ability and the teaching of Chinese and French. According to the French Mr. pragmatic to weak, international and a lack of the research on the situation of, the author in this paper to pragmatic learn practical for basic theory, discuss the how to educate the pragmatic ability in the teaching of French. The full text is divided into the following five parts: First Department, from home and abroad research attributed pragmatic science and interlanguage pragmatic learning definition, and analyzes the what is pragmatic ability, pragmatic and off error; the second department, from the international French teaching advantage and advantage to start, discusses the why Mr. pragmatic to accomplish; the third sector, to study how to create pragmatic in order to use the actual according to stop the brief introduction. The fourth sector, the most important part of the article, detailed introduction of the teaching theory in the teaching of how to create a pragmatic approach to the. At first, this paper summarizes the research results and the lack, and puts forward the future research direction. 目录: 摘要 4 Résumé 5-7 Table des Matières 7-9 Introduction 9-12 Chapitre Un La Pragmatique et la Compétence Pragmatique 12-22 1.1 La Pragmatique 12-13 1.2 La Pragmatique de l'interlangue 13-15 1.2.1 La Revue des Recherches Etrangères de la Pragmatique de l'interlangue 13-15 1.2.2 La Revue des Recherches Chinoises de la Pragmatique de l'interlangue 15 1.3 La Compétence Pragmatique 15-17 1.4 L'échec Pragmatique 17-22 Chapitre Deux L'environnement d'enseignement de Fran ais en Chine 22-27 2.1 L'environnement d'enseignement de Fran ais en Chine 22-24 2.1.1 Les Désavantages 22-23 2.1.2 Les Avantages 23-24 2.2 La Nécessité de la Formation de la Compétence Pragmatique 24-27 Chapitre Trois La Base Théorique pour la Formation de la Compétence Pragmatique 27-33 3.1 Le Contexte 27-28 3.2 La Théorie des Actes de Langage 28-29 3.3 La Théorie de l'implicature Conversationnelle 29-30 3.4 Le Principe de la Politesse 30-33 Chapitre Quatre Les Suggestions pour La Formation de la Compétence Pragmatique dans l'enseignement 33-46 4.1 Les Suggestions pour les Méthodes Pédagogiques 33-41 4.1.1 Le Développement de la Conscience Pragmatique 33-34 4.1.2 La Méthode d'enseignement dans le Contexte 34-37 4.1.3 L'entrée Culturelle 37-41 4.2 Les Suggestions pour Les Matériaux Didactiques 41-44 4.2.1 Les Matières d'enseignement Appropriées 41-42 4.2.2 L'emploi des Dictionnaires Appropriés 42-43 4.2.3 L'emploi des Données Audio en Valeur 43-44 4.2.4 L'emploi des Textes Originaux 44 4.3 Les Suggestions Pour les Enseignants 44-46 Conclusion 46-48 Bibliographie 48-50 Remerciements 50-51 Résumé Informatif en Chinois 51-54 C.V. et publications depuis l’entrée dans le programme 54 |
