CBI課程改革對(duì)英語專業(yè)學(xué)生語用能力發(fā)展的影響分析.pdf

1、學(xué)校代碼 學(xué)校代碼 ： 10172 10172 研究類型： 研究類型： 應(yīng)用研究 應(yīng)用研究學(xué) 號(hào) ：146110110 46110110 中圖分類號(hào) 中圖分類號(hào)：大 連 外 國(guó) 語 大 學(xué) 大 連 外 國(guó) 語 大 學(xué)碩 士 學(xué) 位 論 文 碩 士 學(xué) 位 論 文題 目: CBI CBI 課程改革對(duì)英語專業(yè)學(xué)生 課程改革對(duì)英語專業(yè)學(xué)生語用能力發(fā)展的影響分析 語用能力發(fā)展的影響分析培養(yǎng)學(xué)院（系、所）： 培養(yǎng)學(xué)院（系、所）： 英語學(xué)院 英語學(xué)

2、院學(xué) 科 專 業(yè) : 英語語言文學(xué) 英語語言文學(xué)研 究 生 姓 名 : 于欣慧 于欣慧指導(dǎo)教師姓名及職稱 指導(dǎo)教師姓名及職稱: ?？≤S ?？≤S 教授 教授論 文 答 辯 時(shí) 間 : 2017 2017 年 5 月 20 20 日iiiABSTRACTPragmatic competence serves for intercultural communication. In China,however, teachers of Engl

3、ish have been focusing on training students’ linguisticcompetence rather than their pragmatic competence, resulting in students’ inadequatedevelopment of communicative competence for intercultural communication.Therefore

4、, it is highly necessary to develop students’ pragmatic competence. In anEnglish department in a tertiary institution, a CBI reform was carried out to improvestudents’ language and disciplinary knowledge, yielding numero

5、us positive results.CBI seems to be a trend in the current education of English majors. However, thedevelopment of students’ pragmatic competence in the context of CBI is still in thedark. This research intended to probe

6、 the impacts of CBI reform on the developmentof English majors’ pragmatic competence.A mixed method of quantitative and qualitative research was adopted in thecomparative study, employing language test and interview as i

7、nstruments for datacollection. The data was collected from 340 students attending the pragmaticcompetence assessment followed by interviews with 16 students to gain a globalpicture of impacts of the CBI reform on the dev

8、elopment of their pragmaticcompetence.The research yielded the following findings. Firstly, the pragmatic competence ofEnglish majors was at a low level. Secondly, the pragmalinguistic competence andsociopragmatic compet

9、ence of the CBI experimental group and the control groupwere developing in different trends. Thirdly, the development of pragmalinguisticcompetence and sociopragmatic competence had no obvious correlation with eachother

10、in the context of CBI. Fourthly, the level of students’ pragmalinguisticcompetence was higher than their sociopragmatic competence in the context of CBI.Meanwhile, problems existing in the teaching of pragmatic competenc