摘要
本研究调查了演绎法和归纳法对于培养学生汉语语用能力的有效性.26名中级汉语水平学习者被随机分到演绎组和归纳组,通过两个网站自学“请求”这种言语行为.语篇补全测试是测量语用能力发展的主要工具,半结构访谈和屏幕录像作为辅助工具.结果 显示,归纳组的学生进步更大,归纳法对于汉语“请求”言语行为的学习更有效.
This study investigated the effectiveness of two types of pragmatic instruction,deductive instruction and inductive instruction,on learners’development of pragmatic competence.26 participants with intermediate-level proficiency were randomly assigned to the two treatment groups,and two self-access websites were designed to provide two instructional conditions.Discourse completion test was the primary data collection instrument.Results showed that there was a statistically significant difference between two instructional conditions and inductive instruction had greater effects on learners’pragmatic development.
出处
《汉语国际传播研究》
2018年第1期136-144,共9页
Chinese Language Globalization Studies
关键词
语用教学
演绎法
归纳法
pragmatic competence
deductive instruction
inductive instruction
作者简介
齐雪丹,博士,广东外语外贸大学留学生教育学院讲师,主要研究方向为汉语作为第二语言教学。
