隨著來華留學生人數(shù)不斷增長，對外漢語教學同時面臨著機遇與挑戰(zhàn)。留學生在中國逗留期間經(jīng)常面臨著跨文化交流帶來的沖突。有學者指出語用能力是解決跨文化交流困難的關鍵所在。目前已有相當多的研究基于各種言語行為開展對二語學習者語用能力發(fā)展的研究，但是關于留學生在中國學習期間漢語語用能力發(fā)展的研究較為罕見。本研究試分析韓國、俄羅斯與法國留學生使用漢語進行請求時所采用的語用策略的特點，剖析來自三種不同文化背景留學生的語用發(fā)展軌跡及透析影響他們語用能力發(fā)展的主要因素。
應潔瓊，女，浙江溫州人，浙江外國語學院英語教師，上海外國語大學博士，從事《綜合英語》、《應用英語寫作》等課程的教學工作。研究方向：外語教育、二語語用學等。目前已在CSSCI期刊上發(fā)表論文數(shù)篇。
Chapter 1 Introduction
1.1 Research background
1.2 Purposes of the research
1.3 Research design overview
1.4 Significance of the research
1.5 Organization of the dissertation
Chapter 2 Literature Review
2.1 Introduction
2.2 Key concepts
2.2.1 Interlanguage pragmatics
2.2.1.1 Pragmatic competence
2.2.1.2 Pragmatic transfer
2.2.2 Politeness across cultures
2.2.2.1 Politeness
2.2.2.2 Politeness in Eastern and Western cultures
2.2.3 Situational factors in requests
2.3 Theoretical concepts
2.3.1 Language soization theory
2.3.2 Dynamic systems theory
2.3.3 The intercultural interaction model
2.4 Studies on interlanguage pragmatics
2.4.1 Pragmatic learning during study abroad
2.4.2 Requests
2.4.2.1 Requests across cultures
2.4.2.2 Requests in Chinese
2.4.3 Influencing factors on L2 pragmatic development
2.5 Conceptual framework for this study
2.6 Summary
Chapter 3 Research Methodology
3.1 Introduction
3.2 Research questions
3.3 Rationale for research design
3.3.1 Mixed research method
3.3.2 Quantitative method: Discourse Completion Test (DCT)
3.3.3 Qualitative method
3.3.3.1 Case study approach
3.3.3.2 The ethnographic interviewing
3.3.3.3 Observation
3.4 Research design
3.4.1 The research site
3.4.2 Participants
3.4.3 Instruments
3.4.3.1 Design of Discourse Completion Test (DCT)
3.4.3.2 Administration of interviews
3.4.3.3 Administration of participant observation
……
Chapter 4 Features of Pragmatic Strategies
Chapter 5 Pragmatic Development
Chapter 6 General Discussion
Chapter 7 Conclusions and Implications
Reference
Acknowledgement
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