摘要
教学的交互性确定了师生在教学过程中的语用主体地位,这种地位应该是平等、公开、公正的对话与交流。然而,由于教师和学生在身份、地位和学识等方面存在客观差距,加之教师的教学观、学生观和评价观对教师话语具有制约作用,因此,教学语用问题导致师生之间的不和谐、影响教学成效已经是不争事实。教师的语用意识和语用能力应该成为教师专业发展不可或缺的内容;合作原则、礼貌原则、关联理论和顺应理论可以指导教师有效地解决语言教学中的不和谐和教学成效低迷的问题。
The teaching interaction determines the pragmatic subject status of teachers and students in the teaching process,and the status should be equal,open and fair dialogues and exchanges between teachers and students. However,some distinct gaps between teachers and students in their respective identity,status and learning as well as teachers＇ views on teaching,students and evaluation have somewhat restricted teachers＇ discourse.Therefore,it is indisputable that the disharmony between teachers and students caused by pragmatic problems in teaching has exerted a negative impact on teaching. Thus,teachers＇ pragmatic awareness and pragmatic competence should become the indispensable content of teachers＇ professional development; while cooperative principle,politeness principle,relevance principle and adaptation theory can guide teachers to effectively solve disharmony and low efficiency in language teaching.
出处
《海南师范大学学报（社会科学版）》
2016年第5期131-136,共6页
Journal of Hainan Normal University(Social Sciences)
基金
2015年海南省研究生创新科研项目(项目编号:Hys2015-57)
关键词
教学语言
教学语用主体
语用问题
语用和谐
language teaching
pragmatic subjects in teaching
pragmatic issues
pragmatic harmony
