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以Thomas的语用能力定义及分类研究为基础,采取定量与定性的研究方法,分析了性别差异与英语专业学生语用能力发展的相关性。结果表明:尽管早期英语专业学生男性与女性的语用能力水平相当,但随着一定时间的学习,女生的语用能力普遍优于男生,且在各种言语行为的理解和表达上亦存在差异。根据上述结果,对教学者提出了如何在本研究基础上采取因材施教的教学方法,避免性别差异对二语学习者语用能力的发展带来的弊端等相关建议。
Based on the definition and classification of Thomas ’pragmatic competence, this study adopts quantitative and qualitative research methods to analyze the correlation between gender differences and the development of English majors’ pragmatic competence. The results show that although the early English majors have similar levels of pragmatic competence, the pragmatic abilities of girls are generally better than those of boys after a certain period of study, and there are also differences in the understanding and expression of various verbal behaviors . According to the above results, the author puts forward some suggestions on how to adopt teaching methods based on the present study and how to avoid the gender differences in the development of second language learners’ pragmatic competence.