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国内外二语语用能力研究述评

Literature Review on Researches of L2 Pragmatic Competence Both Abroad and in China

Education Study / 2024,6(3): 607-621 / 2024-06-07 404 3519

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• Authors: 王冰洁     
• Information:

  西北大学，西安

• Keywords: L2 pragmatic competence; Framework of pragmatic competence; Research methods; Research perspectives 二语语用能力；语用能力框架；研究方法；研究视角
• Abstract: Second language (L2) pragmatic competence is an important index of intercultural communication competence, and its cultivation is the most important part in English teaching. By combing the core journals of Web of Science and CNKI over the past 30 years, this study found the similarities and differences in connotation, framework, research methods and perspectives of L2 pragmatic competence studies at home and abroad. The findings are as follows: (1) The research on the composition of L2 pragmatic competence has experienced a change from static to dynamic. Most Chinese scholars develop and extend the connotation as well as framework based on the research of foreign scholars; (2) The main research methods used by foreign researchers are questionnaire, interview, peer feedback, discourse completion test and role playing, while domestic scholars use questionnaire, discourse completion test and interview; (3) Foreign scholars mainly study L2 pragmatic competence from the perspectives of speech act, discourse organization skills, discourse device, interaction, teaching and testing, while domestic scholars mostly analyze it from the perspectives of cognition and interaction. Based on this, it is suggested that future researchers can construct a L2 pragmatic competence framework based on the characteristics of Chinese English learners in combination with the Chinese context. Secondly, an empirical study on interaction can be conducted from the perspective of discourse organizing ability to examine L2 pragmatic competence. Finally, the second language corpus can be collected by peer feedback, role play and real context. 二语语用能力是跨文化交际能力的重要指标，二语语用能力的培养在英语教学中占据核心地位。本研究通过对科学引文索引数据库（Web of Science）及中国知网中核心期刊三十多年来的相关文献进行梳理，揭示了国内外二语语用能力研究在内涵、框架、研究方法和研究视角方面的异同。研究发现：（1）国内外学者对二语语用能力的构成研究经历了从静态到动态的转变，国内学者多是在国外学者研究的基础上对内涵及框架进行发展和延伸；（2）国外研究者主要采用的研究方法为问卷法、访谈法、同伴反馈、补全测试和角色扮演，而国内学者多用问卷法、补全测试和访谈法；（3）国外学者主要从言语行为、话语组织技能、话语标记语、互动、教学和测试角度对二语语用能力进行研究，国内学者则多从认知和互动角度进行分析。基于此，建议未来国内二语语用能力研究者，应结合中国语境建构基于中国英语学习者特点的二语语用能力框架。其次，可以从话语组织能力视角展开关于互动的实证研究，以考查二语语用能力。最后，在语料搜集上可采用同伴反馈、角色扮演以及真实语境的二语语料。
• DOI: https://doi.org/10.35534/es.0603082
• Cite: 王冰洁．国内外二语语用能力研究述评［J］．教育研讨，2024，6（3）：607-621．