Interlanguage Pragmatic Competence Of Efl Learners In China S University

Interlanguage Pragmatic Competence of EFL Learners in China’s University

中介语语用能力对英语学习者口语交际具有至关重要的作用。《Interlanguage Pragmatic Competence of EFL Learne》以贵州省四所本科院校的英语专业大学生为研究对象，采用立意抽样和随机抽样相结合的抽样方法，基于英语中介语语用能力测试和半结构化访谈收集数据。在此基础上，采用描述性统计数据描述学生的英语中介语语用能力，采用单因素方差分析和Post-hoc Scheffe测试分析方法探讨汉族学生和少数民族学生、不同性别学生及不同英语水平学生的英语中介语语用能力差异；并分析了差异产生的原因。以期充实中介语语用能力测试研究文献，并为促进中国英语学习者中介语语用能力提高尽到绵薄之力。

L2 Pragmatic Competence in Chinese EFL Routines

This book adopts a cross-sectional approach and mainly focuses on one of the core pragmatic constructs, formulaic/pragmatic routines, in addition to components put forward by Roever (2011) and Taguchi (2013). It actively integrates multidimensional pragmatic modalities—including both production (initiating and responding) and reception (recognition, comprehension, and perception), together with learners’ cognitive processes—rather than one or two types of task modalities. Focusing more on the Chinese EFL context instead of Japanese or European L1 learners, it also takes advantage of an emerging instrument, the computer-animated elicitation task, for data collection based on authentic oral responses and to avoid “coached” responses. The socio-cognitive approach, proposed by the famous linguistic expert Prof. Istvan Kecskes, is subsequently applied to conduct an in-depth analysis of the data. Hence, the book introduces a new and fruitful theoretical perspective to the traditional L2 pragmatic research field.

Interlanguage Pragmatics Competence of EFL Learners in China's University