On the Pragmatic Ability of the First-year College EFL learners 大一新生英语语用能力的影响因素分析开题报告

 2022-12-26 22:59:07

1. 研究目的与意义

This paper will take freshmen as the research object to study the factors affecting the pragmatic ability of English learners.

2. 文献综述

Literature review2.1.Scale and English learning As an important means of talent selection and training, foreign language examination has been playing a positive role (Li Xiaoyu, 2018). However, due to the wide variety of examinations and the lack of truly uniform evaluation criteria, it is not conducive to the fairness of education and scientific selection. The emergence of the scales provides a standard for the ability of English learners to be graded.The scale uses "can do statement" (Council of Europe, 2001) adopted by CEFR and other foreign mainstream language proficiency scale to describe language competence (Council of Europe, 2001), which can more directly show the communicative scenes of language learners and users. The development of English learning in China is unbalanced in many skills, such as listening, speaking, reading and writing. For a long time, there has been a dysentery with heavy words and think little of language, heavy reading and writing, and neglect listening and speaking (Gao Xuyang, 2007). The listening and speaking ability of college students are relatively weak (Cai Jigang, 2011). The University English Curriculum Requirements published in 2007 determined that college English teaching should develop students' comprehensive English application ability, especially the listening and speaking ability (The Ministry of Education, 2007). Therefore, it is imperative to improve pragmatic ability in listening, speaking, reading and writing. The English learning centered on comprehensive application ability advocated by the scale is consistent with the outline and guidelines of English teaching at all levels in China at present. This requires that Chinese English learners should conduct self-assessment according to the scale and strengthen the training of various abilities according to their own real situation to improve their English ability. Previous studies have failed to evaluate college students' English proficiency in combination with a specific standard. This paper will make a comparative study of the pragmatic ability framework in the scale and the actual pragmatic ability level of first-year college EFL learners.2.2.Pragmatic abilityPragmatic ability is manifested in how communicators use specific contextual cues to properly use language or derive contextual information for successful communication. With the development of society and the diversification of cultural background, the form and connotation of English pragmatic competence continue to develop.Early pragmatic ability can be traced back to the two concepts of linguistic ability and linguistic ability proposed by Chomsky (1965). The former refers to the language knowledge or the internal grammar of the language user, and the latter refers to the language used in the specific communicative context. In Chomsky's view, language ability mainly refers to the grammatical knowledge of a certain language. The social factors of language use are excluded from the scope of language research. Later he also acknowledged the intent of language use and proposed the concept of "pragmatic ability", which is "the ability to understand how a language is associated with the context in which it is used" (Chomsky 1980: 225) and also advocates the separation of pragmatic competence and language ability.In view of Chomsky's view of linguistic ability, anthropologist Hymes(1972) puts forward the communicative competence. He believes that in addition to grammatical rules, people also need to have the ability to properly use language in social communication in the real language environment, which is the pragmatic idea with communicative ability as the core. In the early 1980s, Canale Swain(1980) then put forward the idea of communicative ability involving grammatical ability, social linguistic ability and strategic ability, among which social linguistic ability includes pragmatic ability, which refers to the correctness of language form and the appropriateness of meaning expressed (Ran Yongping, 2006:48). Canale(1983) added discourse ability.In the early 1990s, the communicative ability concept proposed by Bachman(1990) highlighted the importance of pragmatic ability and subdivided pragmatic ability into two categories: the former referring to the knowledge of verbal behaviors and the ability to implement communicative behaviors, and the latter referring to the ability to use language appropriately according to context (Ran Yongping, 2006:48). Bachman's view of communicative ability reflects the interaction between social context, linguistic knowledge,and linguistic structure, and to some extent, Chomsky's view of linguistic ability and Hymes' view of communicative ability are up-regulated. In addition, British scholar Thomas（1995）defined pragmatic ability as the ability to use language effectively to achieve a certain purpose and to understand how to use language in specific situations.These early studies show that in the development of language ability, pragmatic ability has been paid more and more attention, and gradually separated from social language ability to form an independent part. Domestic scholar He Ziran（1997） believes that pragmatic ability is the general term for all kinds of knowledge that communicators use in the process of discourse. In other words, different definitions of pragmatic ability represent many factors affecting pragmatic ability, such as language ability level, specific communication environment, strategic ability, communication mode, and comprehension ability. However, due to different opinions, scholars have different emphases. For example, Banchman emphasizes knowledge ability and the ability to control and apply knowledge, while Leech emphasizes the communicative function of pragmatic ability. Although scholars at home and abroad have different views on the factors affecting pragmatic ability, after careful study, it can be found that they all emphasize the use of pragmatic ability in specific contexts, which also confirms the importance of pragmatic ability in practical communication.

3. 设计方案和技术路线

After obtaining the elementary, middle and high school education, freshmen have acquired certain knowledge basis and conduct a questionnaire survey on them to judge whether the levels proposed in the scale are consistent with the reality. Freshmen begin to pay attention to the study of pragmatic ability in their first year, which can lay a solid foundation and form good study habits for the future. Meanwhile, structural equation model is used to analyze the data. Structural equation model(SEM) is a multivariate statistical analysis technique for the establishment, estimation and testing of causality, which can complete hypothesis testing under the support of theory and provide convenience for researchers to verify the validity of the theoretical model established.

4. 工作计划

第6周 完成毕业论文初稿，由指导教师评阅。

毕业论文中期检查。

第9周 交毕业论文二稿，由指导教师评阅。

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5. 难点与创新点

It is still rare to use structural equation model to study the factors affecting freshmen's pragmatic ability in China. Therefore, this paper attempts to study this aspect, which is the innovation of this paper.

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