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1、优秀文档，精彩无限！优质文档，精彩无限！Interlanguage pragmatics: The state of the art and its revelation to research in ChinaAbstractThis present paper has a twofold purpose: to outline the present interlanguage pragmatics (ILP) research, and, on this basis, discusses ILP research in China from a global perspective. T
2、o begin with, the thesis reviews major research projects in the 90s and illustrates by referring to related studies that ILP research in the 90s covers 8 topics: (i) learners target language (TL) pragmatic comprehension; (ii) their pragmatic production in TL; (iii) the formulation and development of
3、 TL pragmatic competence; (iv) L1-L2 pragmatic transfer; (v) the communicative effects of L1-L2 pragmatic transfer; (vi) the choosing of a pragmatic norm; (vii) the role of teaching in the development of L2 pragmatic competence; and (viii) the methodology of ILP research. Though there have been conc
4、erns about all the outlined dimensions in mainstream ILP research, yet not all the issues have been investigated with the same profundity and adequacy. To sum up, ILP researchers in the past few years have looked into as many as 12 research questions derived from the above cited 8 issues. And it has
5、 been repeatedly reported that (i) inadequate comprehension about the conventions of forms in TL performance of linguistic action occurs to all learners regardless of their TL proficiency; that (ii) the differences between learners and native speakers sociopragmatic perceptions of comparable speech
6、events are systematically correlated to their differences in performing a speech act; that (iii) pragmatic transfer is evident among all learners regardless of their TL pragmatic proficiency; that (iv) learners turn out to be more indirect and verbose in less controlled speech situations; and that (
7、v) there is a need to study the instrument for data collection.Thus future ILP research needs to explore further into (i) learners previous pragmatic knowledge and its impact on their comprehension, production and acquisition of TL pragmatic knowledge; (ii) contents and other related issues of L1 pr
8、agmatic transfer; (iii) the role of teaching in the development of TL pragmatic competence; and (iv) the methodology of ILP research.ILP research in the past few years has also witnessed two basic distributional features. One feature is that most researches have been launched from colleagues in the
9、United States, Israel, Germany, and the United Kingdom. The other feature is that most reported studies have based their findings on a meticulous examination of a limited number of speech acts. Then the thesis moves on to a sketchy account of ILP studies in China. It is pointed out that, in contrast
10、 with the global ILP research, ILP studies in China appear late at the scene, though there have been sporadic discussions before the introduction of interlanguage pragmatics as either a term or an independent field of learning, and that the weaknesses in Chinas ILP research can be illustrated by lim
11、ited research findings and research topics.However, Chinas prospect in ILP research is also prebestowed with its advantages in terms of its research environment and conditions, among which is the availability of the largest student population for ILP data collection and analysis. To join in the inte
12、rnational community of pragmatics, Chinese scholars should figure out their own strategic research plan. As a proposal, the thesis diagnoses and prescribes 6 research questions for immediate concern. Key words: interlanguage pragmatics, research topics, speech act, pragmatic competence, internet优秀文档
13、，精彩无限！优质文档，精彩无限！国外语际语用学研究现状与我国语际语用学研究的思考摘要：本文综述了 90 年代兴起的语际语用学国际学术界研究的发展历史和现状，分析了我国语际语用学研究中的问题，对我国语际语用学的发展策略做了一些思考。关键词：语际语用学、语用学、第二语言习得、语用能力1 引言语际语用学（interlanguage pragmatics）是从语用学的角度探讨学生语际语言中的语用现象和特征以及这些现象和特征的形成和发展规律的学科。由于学生的语际语言（interlanguage）使用体现为理解和表达两个方面，因此语际语用学的目的是要对学生使用语际语言进行理解和表达时所出现的种种现象和特征
14、做出语用学的阐释，涉及到跨语言和跨文化的诸多因素。语际语用学的理论纯属语用学和跨文化语用学。其研究范围主要是言语行为。因此，语际语用学有时也被狭义地定义为以非本族语者对本族语者的言语行为的理解和表达为对象的学科（Kasper,1995） 。一方面，语际语用学的研究可以从静态的角度描写学生如何在母语语用知识的影响下理解、表达和习得第二语言的语用知识。另一方面，即从动态的角度描写学生的第二语言语用知识的形成和发展过程语际语用学研究起始于本世纪 80 年代初 。到了 80 年代末，越来越多的人开始对它感兴趣。1993 年，第一部语际语用学的论文集正式出版 。从此，语际语用学的学名正式在学术界使用开来
15、，语际语用学这门学科也随即诞生。本文试图通过对语际语用学进入 90 年代以来的研究状况做一个述评，并在这个基础上思考我国语际语用学研究的策略问题。2 国外语际语用学的研究现状21 主要课题与问题进入 90 年代后，语际语用学家们对语际语用学所研究的任务和范围逐渐框定了下来。整个学科研究的兴趣可以归纳为 8 个方面的课题（1）对目的语言语行为的语用理解的探讨， 。主要研究者包括 Bergman & Kasper（1993） ，Kasper（ 1992; 1993; 1995; 1996）和 Takahashi and Roitblat（1994）等。 （2）学生如何使用目的语表达或实施言语行为。
16、主要研究者有 Blum-Kulka（1991） ，Weizman（1993） ， Bardovi-Harlig & Hartford（1990） ，Beebe et al（1990） ，Kasper（ 1994） ，Takahashi & Beebe（1993） ，Olshtain & Weinbach（1993） ，Bergman & Kasper（1993）和 Eisenstein & Bodman（1993）等。 （3）第二语言语用能力的形成和发展。主要研究者包括 Bardovi-Harlig & Hartford（1993; 1996） ，Bardovi-Harlig et al（1991） ，Cohen（1996） ，Dufon（1994） ，Ellis（1992） ，House（1996） ，Kasper （1996a ） ，Kasper & Schmidt（1996） ，Sawyer （1992）和 Schmidt（1993）等。 （4）在理解、表达和习得第二语言语用知识过程中的母语语用知识迁移。主要研究者有 Kasper（
