海外英语（上）
海外英語（上）
해외영어（상）
Overseas English
2014年
8期
243-245
,共3页
语用能力%语用习得%影响因素%语用意识
語用能力%語用習得%影響因素%語用意識
어용능력%어용습득%영향인소%어용의식
pragmatic competence%pragmatic acquisition%ILP development factors%pragmatic awareness
长期以来中国外语教学比较注重语言内部结构（如语音，词法以及句法）的学习，而忽略了语言在不同语境下交流时所需的其它语言参数。在真实的语境下，学生的“中介语语用”（ILP）能力显得更为重要。该文认为语用能力具有可教性，并通过分析，得出影响语用能力习得的多重因素：语言输入环境、语法能力、语用迁移以及个体差异等。同时为了提高教学的有效性，我们认为语言教师应注重学习者的语用输入和语用意识的培养。
長期以來中國外語教學比較註重語言內部結構（如語音，詞法以及句法）的學習，而忽略瞭語言在不同語境下交流時所需的其它語言參數。在真實的語境下，學生的“中介語語用”（ILP）能力顯得更為重要。該文認為語用能力具有可教性，併通過分析，得齣影響語用能力習得的多重因素：語言輸入環境、語法能力、語用遷移以及箇體差異等。同時為瞭提高教學的有效性，我們認為語言教師應註重學習者的語用輸入和語用意識的培養。
장기이래중국외어교학비교주중어언내부결구（여어음，사법이급구법）적학습，이홀략료어언재불동어경하교류시소수적기타어언삼수。재진실적어경하，학생적“중개어어용”（ILP）능력현득경위중요。해문인위어용능력구유가교성，병통과분석，득출영향어용능력습득적다중인소：어언수입배경、어법능력、어용천이이급개체차이등。동시위료제고교학적유효성，아문인위어언교사응주중학습자적어용수입화어용의식적배양。
Foreign language teaching in China has focused on the learning of intrinsic components of English, such as phonetics, lexis and syntax, but it has ignored some other linguistic parameters in various communicative contexts. As a matter of fact, L2 learners’interlanguage pragmatic (ILP) competence appears even more of paramount importance. This study suggests that ILP competence is of teach ability. Through literature, it has been argued that the acquisition of ILP is determined by many factors:in-put environment, grammatical competence, pragmatic transfer and individual differences. Meanwhile, language teachers, in order to improve the efficiency of their teaching, are recommended to attach great importance to L2 learners’pragmatic input and their development of pragmatic awareness.
