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作为语用知识和语用信息输入的重要来源,教材在学生语用能力培养和发展中的作用越来越受到重视。总体而言,国内外语言教材中语用知识信息可以分为七大类,但语用知识编写层面存在四类问题。针对这些问题,以人教版高一英语教材学生用书第一册的语用信息频率和分布为例,从元语用描述、言语行为表达式间的区别和语用评估标准的层面分析,提供了教材编写改进的建议;从学习者语用需求分析、保障教材编写选材的真实性层面,描述了语用知识融合于教材中的策略。
As an important source of pragmatic knowledge and pragmatic input, teaching materials play an increasingly important role in the cultivation and development of pragmatic competence of students. Generally speaking, the pragmatic knowledge information in domestic and foreign language teaching materials can be divided into seven categories, but there are four kinds of problems in pragmatic knowledge writing level. In view of these problems, taking the frequency and distribution of pragmatic information in the first book of the PEP textbook as a case study, this paper analyzes the differences between pragmatic expressions and expressions of pragmatics and pragmatic evaluation criteria to provide The improvement of teaching materials to prepare suggestions; from the pragmatic needs of learners analysis, to ensure the authenticity of the textbook compilation of material selection, description of the pragmatic knowledge into teaching strategies.