CAJ | 학술논문

本文从必要性、教学方法、评估手段和教学时间四个层面探讨了国外近30年课堂语用教学状况,以期对我国课堂语用教学有所启示。研究发现：语用知识隐性特征和语用教学实践成果使得课堂语用教学成为必然,语用知识特征决定了课堂语用教学多使用显性手段,语用教学效果的评估要集中在能折射学习者语用知识运用的开放式的方法上,语用教学时间与教学效果成正相关。
본문종필요성、교학방법、평고수단화교학시간사개층면탐토료국외근30년과당어용교학상황,이기대아국과당어용교학유소계시。연구발현：어용지식은성특정화어용교학실천성과사득과당어용교학성위필연,어용지식특정결정료과당어용교학다사용현성수단,어용교학효과적평고요집중재능절사학습자어용지식운용적개방식적방법상,어용교학시간여교학효과성정상관。
This article probes into the classroom instructions on interlanguage pragmatic development abroad in the past 30 years in terms of necessity,approaches,effect assessment and instruction period.Both the implicit nature of pragmatic knowledge and the existent instruction practice have stressed the necessity.The explicit approaches should dominate while assessment method should be open-ended to refract learners＇ application of pragmatic knowledge.Instruction period and its effect have positive correlation.This article concludes with some insights gleaned from those researches into the current pragmatics instruction in China.