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Abstract: New college English curriculum requires the change from the original value of the knowledge to value of ability and the teaching varies from dependence to independence. Teaching not only gives the students taken-knowledge, but also teaches the students how to study and use it freely. The important task of the college English teaching is the English language ability in the process of English teaching. From the perspective of pragmatics, this article uses conversational implicature theory and principle of cooperation to analyse improving the ability of English listening and puts forward the suggestions about English listening. Based on it, this paper wants to cultivate the students' pragmatic ability and improve their listening comprehension. At the same time, the students can avoid pragmatic failures in order to achieve the objective to successful communication.
Keywords: Pragmatics, Listening teaching, Conversational implicature , Cooperation principle
中图分类号:H31 文献标识码:A 文章编号:1009-0118(2010)-10-0-01
How to improve students' listening comprehension is the important content of college English teaching. Many situations often happen in the English teaching, for example, the students often get a little and can not combine the complete meaning morphemes through using the fragmentation. Or they can not know how to interpret the signal and then get into the state of "chaos". We get into the habit of attributing the situation to the reason for "listening too little and the language is not strong". But from the cognitive psychology theory perspective, the learners are not good at catching the context information when listening and the other reason for it is that they can't combine the learned-knowledge and new information in the record. Therefore, guiding the learners create the situation and understanding the listening knowledge by pragmatics promote the English teaching ability to some extent.
1.The basic theory of pragmatics
Pragmatics is the study of language discipline about a certain language users how to use sentences and then achieve successful communication. That is to say, pragmatics is the study of specific discourse meanings combined with a specific language scene. Pragmatics includes three main theories: Jane Austen's speech act theory, indirect speech act theory and Grice's the cooperative principles. Jane Austen believes that when people say the word, he or she finishes the three kinds of behavior, locutionary act, which means literally; Illocutionary act, which is the existence of certain words activities about the relationship between the sayers and the listeners; after-the-speech, whose function is not directly reflected in discourse, but depends on the situation words. For example, "You have left the door open" .The speaker's locutionary act is issued by "you" "door" "open" to express literal meaning. Illocutionary act is to let someone close the door or complaints according to the context. Perlocutionary act refers to the effect of discourse. If people understand the information to let him go to close the door, so the speaker succeed bring his expected changes in the real world, then perlocutionary act is carried out successfully[1].
2. How to improve the English Listening Teaching by Pragmatics
From the above, we know the pragmatics is very important in the English listening teaching. So we must take a lot of measures to improve the English listening teaching.
(1)Before listening training, the teachers can introduce the relevant cultural background knowledge combined with the students' actual situation and explain some key words to create the actual situations related to listening material. If this situation happens, we can guide the students to actively participate in listening study and stimulate the students' study interest. And the students can use their imagination and logical reasoning ability .
(2)With regard to some listening material, the teachers can put forward some inspirational questions around its contents to let the students answer. This will help restraint their ideas to some context ranges. According to the research, this teaching way can get the good teaching results.
(3) We can guide students to use text and before or after context in the hearing teaching, and guess the meaning of the clues to determine the correct words or guess the textual carelessness.
(4) Some listening material is very obscure and its meaning jumps from one word to another, but the reader can guess the real meaning according to the context generated by the article, the participants' relationship between the context and the related cultural information reasoning.
Except these measures, we must improve the students' communication ability so that the students can combine the actual contexts and the listening material.
3. Conclusions
College English listening teaching is a teaching means of understanding the words meaning by way of accepting the information through hearing. If only emphasize the word, sentence meaning to interpret the listening contents while listening, it is obviously far from enough. The teachers should guide the students to find, predict and create the language context by using the context clues. And the important link in college English listening teaching is that building discourse significance. If the teachers adapt the situation clues to listening teaching model, this will not only change the students' fixed thinking pattern, but also vary the passive state that repeated the playback and explained every sentence. Except these benefits, it can stimulate the hearer's positive initiative, actively get into the formal habit of listening study and mobilize the psychological pattern in the brain, combined with the situation of the existing knowledge. English listening psychological clues also can be founded. If the process of "from simple surface memory to complex deep understanding" essentially can be completed as soon as possible, it will improve the quality of students' listening comprehension essentially.
参考文献:
[1]何自然.语用学与英语学习[M].上海:上海外语教育出版社,19 97.
[2]何自然.外语教学中的语用路向探索[J].山东外语教学,2003.
[3]姜望琪.当代语用学[M].北京大学出版社,2003.
[4]Sperber.D and Wilson.D. Relevance: Communication and Cognition[M].Cambridge: Blackwell,1986:141&159.
[5]Rost.M.Introducing Listening[M].London:Longman.1994:95.
[6]胡壮麟.语篇的衔接与连贯[M].上海外语教育出版社,2001:181 -188.
Keywords: Pragmatics, Listening teaching, Conversational implicature , Cooperation principle
中图分类号:H31 文献标识码:A 文章编号:1009-0118(2010)-10-0-01
How to improve students' listening comprehension is the important content of college English teaching. Many situations often happen in the English teaching, for example, the students often get a little and can not combine the complete meaning morphemes through using the fragmentation. Or they can not know how to interpret the signal and then get into the state of "chaos". We get into the habit of attributing the situation to the reason for "listening too little and the language is not strong". But from the cognitive psychology theory perspective, the learners are not good at catching the context information when listening and the other reason for it is that they can't combine the learned-knowledge and new information in the record. Therefore, guiding the learners create the situation and understanding the listening knowledge by pragmatics promote the English teaching ability to some extent.
1.The basic theory of pragmatics
Pragmatics is the study of language discipline about a certain language users how to use sentences and then achieve successful communication. That is to say, pragmatics is the study of specific discourse meanings combined with a specific language scene. Pragmatics includes three main theories: Jane Austen's speech act theory, indirect speech act theory and Grice's the cooperative principles. Jane Austen believes that when people say the word, he or she finishes the three kinds of behavior, locutionary act, which means literally; Illocutionary act, which is the existence of certain words activities about the relationship between the sayers and the listeners; after-the-speech, whose function is not directly reflected in discourse, but depends on the situation words. For example, "You have left the door open" .The speaker's locutionary act is issued by "you" "door" "open" to express literal meaning. Illocutionary act is to let someone close the door or complaints according to the context. Perlocutionary act refers to the effect of discourse. If people understand the information to let him go to close the door, so the speaker succeed bring his expected changes in the real world, then perlocutionary act is carried out successfully[1].
2. How to improve the English Listening Teaching by Pragmatics
From the above, we know the pragmatics is very important in the English listening teaching. So we must take a lot of measures to improve the English listening teaching.
(1)Before listening training, the teachers can introduce the relevant cultural background knowledge combined with the students' actual situation and explain some key words to create the actual situations related to listening material. If this situation happens, we can guide the students to actively participate in listening study and stimulate the students' study interest. And the students can use their imagination and logical reasoning ability .
(2)With regard to some listening material, the teachers can put forward some inspirational questions around its contents to let the students answer. This will help restraint their ideas to some context ranges. According to the research, this teaching way can get the good teaching results.
(3) We can guide students to use text and before or after context in the hearing teaching, and guess the meaning of the clues to determine the correct words or guess the textual carelessness.
(4) Some listening material is very obscure and its meaning jumps from one word to another, but the reader can guess the real meaning according to the context generated by the article, the participants' relationship between the context and the related cultural information reasoning.
Except these measures, we must improve the students' communication ability so that the students can combine the actual contexts and the listening material.
3. Conclusions
College English listening teaching is a teaching means of understanding the words meaning by way of accepting the information through hearing. If only emphasize the word, sentence meaning to interpret the listening contents while listening, it is obviously far from enough. The teachers should guide the students to find, predict and create the language context by using the context clues. And the important link in college English listening teaching is that building discourse significance. If the teachers adapt the situation clues to listening teaching model, this will not only change the students' fixed thinking pattern, but also vary the passive state that repeated the playback and explained every sentence. Except these benefits, it can stimulate the hearer's positive initiative, actively get into the formal habit of listening study and mobilize the psychological pattern in the brain, combined with the situation of the existing knowledge. English listening psychological clues also can be founded. If the process of "from simple surface memory to complex deep understanding" essentially can be completed as soon as possible, it will improve the quality of students' listening comprehension essentially.
参考文献:
[1]何自然.语用学与英语学习[M].上海:上海外语教育出版社,19 97.
[2]何自然.外语教学中的语用路向探索[J].山东外语教学,2003.
[3]姜望琪.当代语用学[M].北京大学出版社,2003.
[4]Sperber.D and Wilson.D. Relevance: Communication and Cognition[M].Cambridge: Blackwell,1986:141&159.
[5]Rost.M.Introducing Listening[M].London:Longman.1994:95.
[6]胡壮麟.语篇的衔接与连贯[M].上海外语教育出版社,2001:181 -188.