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探讨外语教学中语用能力差异及认知理论的重要性。
内容简介
论证第二语言教学和外语教学之间存在的语用能力习得的差异，以及语用能力习得与发展是当前外语教学面临的严峻挑战或瓶颈。2）阐述学术界对语言交际能力及其构建成分的解释所持有的各种看法或争议的缘由是人们对语用能力构建成分所做出的解释差异。3）论述语言运用研究需要认知理论的解释才能使其更趋完善。同样，认知科学和认知语言学理论的介入才可能构建系统全面的语用能力成分体系。4）验证语用能力认知构建对我国外语教学研究所具有的理论指导意义及启示。
章节目录
封面
目录
内容简介
扉页
版权信息
Foreword
Chapter One Introduction
1.1 Research background
1.2 Objectives of the study
1.3 Significance of the study
1.4 Organization of the book
Chapter Two Theoretical Developments of Pragmatic Competence in FL/EFL Teaching
2.1 The study of pragmatic competence in second or foreign language learning
2.1.1 Pragmatic competence: A new and old topic
2.1.2 Establishment of interlanguage pragmatics: the central concern of pragmatic competence
2.1.3 Pragmatic competence: the crux of second or foreign language learning
2.2 The issue of pragmatic competence in second or foreign language teaching
2.2.1 Insufficient interpretation of communicative competence in FL/EFL teaching
2.2.2 Inadequacies of studying pragmatic competence in interlanguage pragmatics
2.3 The distinction between SL/ESL and FL/EFL in light of pragmatic competence
2.3.1 The necessity for drawing a distinction between SL/ESL and FL/EFL
2.3.2 Distinguishing SL/ESL from FL/EFL: A paradox in applied linguistics abroad
2.3.3 Observing distinctions between SL/ESL and FL/EFL in China
2.3.4 Pragmatic competence highlighting the distinction
2.4 Pragmatic competence: A serious challenge to current FL/EFL teaching
2.4.1 A discussion on the differences of the instructional objective
2.4.2 Context and pragmatic acquisition in FL/EFL teaching
2.4.3 Pragmatic competence as the key point in FL/EFL teaching
2.5 Summary
Chapter Three The Need for Reconsidering the Construct of Pragmatic Competence
3.1 The concept of pragmatic competence in the development of language competence
3.1.1 Evolution of language competence
3.1.2 Emergence of pragmatic competence in the advent of communicative competence
3.2 Pragmatic competence: The source of controversies about communicative competence
3.2.1 The terminology used for language competence
3.2.2 Various models of communicative competence
3.2.3 Recent interpretations of second language proficiency
3.3 Features reflected in various models and interpretations of communicative competence
3.3.1 New perspectives
3.3.2 Multi-dimensional views
3.3.3 A complement to pragmatic components between traditional models and recent interpretations of L2 language competence
3.4 Reconsidering the construct of pragmatic competence
3.4.1 A comprehensive construct of pragmatic competence
3.4.2 Reconsidering the construct of pragmatic competence: A cognitive approach
Chapter Four Rationales Underlying a Cognitive Approach to the Construct of Pragmatic Competence
4.1 Pragmatic theories applied to the current construct of pragmatic competence
4.1.1 Theoretical grounds for the concept of communicative competence
4.1.2 Pragmatic theories applied to the study of second language pragmatics
4.1.3 Analysis of pragmatic theories used in the construct of pragmatic competence
4.2 A cognitive linguistics approach to the study of pragmatics
4.2.1 The connection between pragmatics and cognitive linguistics
4.2.2 The study of pragmatics from the perspective of cognitive linguistics: An introduction to Kecskes's socio-cognitive approach to pragmatics
4.3 The theoretical significance of SCA for the theme of this research
4.3.1 The cognitive view of context conceptualization in pragmatics
4.3.2 The model of the meaning value of words
4.3.3 Conceptual knowledge: the key point in developing L2 pragmatic competence
4.4 Theoretical explanation for the extended construct of pragmatic competence
4.4.1 Contextualized competence
4.4.2 Intercultural competence
4.4.3 Metaphorical competence
4.5 Summary
Chapter Five The Experiment
5.1 Research questions of the experimental test
5.2 Research methodology
5.2.1 Subjects
5.2.2 Methods and test design
5.2.3 Procedures
5.2.4 Results
5.3 Discussion
5.3.1 Validation of the cognitive approach
5.3.2 Issues of pragmatic acquisition and development
5.3.3 Explanatory power of the cognitive approach
5.4 Summary
Chapter Six Conclusion
6.1 General summary
6.2 Implications for foreign language education
6.2.1 Re-addressing the implications in specifying the goal of EFL teaching
6.2.2 Pragmatic competence as the theoretical ground for content-based instruction
6.2.3 The use of translation in improving L2 pragmatic competence
6.2.4 An implication for vocabulary acquisition in EFL teaching
6.3 Limitations and directions for future studies
Bibliography
Appendices
作者简介
语用能力：外语教学的瓶颈是2018年由中国社会科学出版社出版,作者彭庆华。
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