英语语言学练习----语用学
一、Decide whether each of the following statements is true or false.
1.The contextual view is often considered as the initial effort to study meaning in a pragmatic sense. ( )
2.Pragmatics is related to and also different from semantics. ( )
3.The notion of context is not important to the pragmatic study of language. ( )
4.All utterances take the form of sentences. ( )
5.Speech act theory was proposed by the British philosopher John Austin in the late 1950s. ( )
6.Grice made a distinction between what he called “constatives” and “performatives”. ()
7.A locutionary act is the act of conveying literal meaning by means of syntax, lexicon, and phonology. ( )
8.In their study of language communication, linguists are only interested in how
a speaker expresses his intention and pay no attention to how his intention is recognized by the hearer. ( )
9.Directives are attempts by the speaker to get the hearer to do something. ( )
10.The Cooperative principle was proposed by John Searle. ( )
11.There are four maxims under the Cooperative principle. ( )
12.The violations of the maxims make our language indirect. ( )
13.All the utterances take the form of sentences. ( )
14.Austin thought that stating was also a kind of act, and that we can perform with language. ( )
15.According to the speech act theory, when we are speaking a language, we are doing something, or in other words performing acts; and the process of linguistic communication consists of a sequence of acts. ( )
16.All the acts that belong to the same category act share the same purpose or the same illocutionary act, and they are the same in their strength or force. ( ) 17.All the utterances that can be made to serve the same purpose may vary in the syntactic form. ( )
18.Conversation participants nearly always observe the CP and the maxims of the CP. ( )
19.A sentence is grammatical concept, and the meaning of a sentence is often studied as the abstract intrinsic property of the sentence itself in terms of a predication. ( )
20.Utterance is based on sentence meaning, it is the realization of the abstract meaning of a sentence in a real situation of communication or simply in a context. ( )
21.As the process of communication is essentially a process of conveying meaning in a certain context, pragmatics can also be regarded as a kind of meaning study. ( )
22.Gradually linguists found that it would be impossible to give an adequate description of meaning if the context of language use was left considered.
23.What essentially distinguishes semantics and pragmatics is whether in the study of meaning the context of use is considered. ( )
24.Without the shared knowledge both by the speaker and the hearer, linguistic communication would not be possible, and without considering such knowledge, linguistic communication cannot be satisfactorily accounted for in a semantic sense. ( )
25.An perlocutionary act is the act of expressing the speaker’s intention. ( )
26.According to Paul Grice’s idea, in making conversation, the participants must first of all be willing to cooperate, otherwise, it would not be possible for them to carry on the talk. ( )
27.An illocutionary act is the consequence of or the change brought about by the utterance.
【Keys】:
1. T
2.
T 3.F 4.F 5.T 6.F 7.T 8.F 9.T
10.F
11. T 12.T 13.F 14.T 15.T 16. F 17.
T 18.F 19.T 20.T
21. T 22.F 23.T 24.F 25.F 26. T 27. F
二、Fill each of following blanks with one word which begins with the letter given.
1. The shared knowledge which constitutes context is of two types; the knowledge of the l________ they use, and the knowledge about the w_______, including the general knowledge about the world and specific knowledge about the situation in which linguistic communication is taking place.
2. If we think of a sentence as what people actually utter in the course of communication, it becomes an u________, and it should be considered in the situation in which it is actually used.
3. The idea of Paul Grice is that in making conversation, the participants must first of all be willing to c_______, otherwise, it would be impossible for them to carry on the talk. The general principle is called the c________ p_________, abbreviated as CP.
4. There are four maxims under the CP: the maxim of quantity, the maxim of q_________, the maxim of relation and the maxim of m____________.
5. The maxim of relation requires that what the conversation participants say must be r__________.
6. As the process of communication is essentially a process of conveying meaning in a certain context, p__________ can be regarded as a kind of meaning study.
7. If c___________ is not considered, the study of meaning is restricted to the area of traditional semantics.
8. The meaning of an u__________ is concrete and context-dependent.
9. An i___________ act is the act of expressing the speaker’s intention.
10. According to Seale, s__________acts fall into five general categories.
11. C__________ are those speech acts whose point is to commit the speaker to some future course of action.
12. To ask someone to pass a book is obviously a d__________.
13. According to Paul Grice, in making c__________ the participants must first of all be willing to cooperate.
14. Most of the violations of the four maxims give rise to c___________ implicatures.
15. The significance of Grice’s c___________ principle lies in that it explains how it is possible for the speaker to convey more than is literally said.【Keys】:
1. language, word
2. utterance
3. cooperate, Cooperative Principle
4. quality, mannar
5.
relevant
6. pragmatics
7. context
8. utterance
9. illocutionary 10. speech 11.
Commissive 12. dirextive 13. conversation 14. conversational
15. Cooperative
三、There are four choices following each statement. Mark the choice that can best complete the statement.
1. __________ resulted mainly from the eapansion of the study of linguistics, especially that of semantics.
A. Pragmatics
B. Pragmatism
C. Phonology
D. Practicalism
2. Once the notion of _________ was taken into consideration, semantics spiiled into pragmatics.
A. meaning
B. context
C. form
D. content
3. If a sentence is regarded as what people actually utter in the course of communication, it becomes _______.
A. a sentence
B. an act
C. a unit
D. an utterance
4. A ___________ analysis of an utterance will reveal what the speaker intends to do with it.
A. semantic
B. syntactic
C. pragmatic
D. grammatical
5. _______ act theory is an important theory in the pragmatic study of language.
A. Speaking
B. Speech
C. Sound
D. Spoken
6. ______ act is the act performed by or resulting from saying something.
A. A locutionary
B. An illocutionary
C. A perlocutionary
D. A speech
7. One of the contributions Searle has made is his classification of __________ acts.
A. locutionary
B. illocutionary
C. perlocutionary
D. speech
8. The illocutionary point of __________ is to express the psychological state specified in the utterance.
A. directives
B. commisives
C. expressives
D. declarations
9. All the utterance that can be made to serve the same purpose may vary in their _________ form.
A. syntactic
B. semantic
C. grammatical
D. pragmatic
10. The cooperative Principle is proposed by ________.
A. John Searle
B. John Austin
C. Paul Grice
D. John Lyons
11. Linguists found that it would be impossible to give an adequate description of meaning if the ________ of language use was left unconsidered.
A. brevity
B. context
C. accuracy
D. none of the above
12. Of the three speech acts, linguistic are most interested in the _________.
A. locutionary act
B. perlocutionary act
C. illocutionary act
D. none of the above
13. The maxim of quantity requires: ___________.
A. make your contribution ad informative as required.
B. Do not make contribution more informative than is required.
C. Do not say that for which you lack adequate evidence.
D. Both A and B.
14. The maxim of quality requireds: do not say what you believe to be ________.
A. false
B. true
C. brief
D. orderly
15. Most of the violations of the maxims of the CP give rise to _______.
A. utterance meaning
B. speech act theory
C. conversational implicatures
D. all of the above.
16. The significance of Grice’s CP lies in that it explains how it is possible for the speaker to convey _________ is literally said.
A. more than
B. less than
C. the same as
D. none of the above.【Keys】:
1. A
2. B
3. D
4. C
5. B
6. C
7.
B 8.
C 9. A 10. C 11. B 12. C 13.
D 14. A 15. C 16. A
四、Define the following terms.
1. context
2. utterance meaning
3. locutionary act
4. illocutionary act
5. perlocutionary act
【Keys】:
1. Context is regarded as constituted by all kinds of knowledge assumed to be shared by the speaker and the hearer.
2. Utterance meaning is the realization of the abstract meaning of a sentence in
a real situation of communication, or simply in a context; it is concrete and dependent on the context.
3. A locutionary act is the act of uttering words, phrases, and clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology.
4. An illocutionary act is the act of expressing the speaker’s intention; it is the act performed in saying something.
5. A perlocuionary act is the act performed or resulting from saying something; it is the consequence of, or resulting saying something.
.
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英语语用学教程 English Pragmatics: A Coursebook 1. Background and definitions Warming up activity What does the boy still need to learn about using language? A little boy comes in the front door. Mother: Wipe your feet, please. He removes his muddy shoes and socks and carefully wipes his clean feeton the doormat. 1.1Background of pragmatics 1.1Definitions of pragmatics Pragmatics is the study of how the speaker produces and how the hearerunderstands the peculiar uses of language. 1.2Component vs. perspective分相论与综观论 1.2.1Component view of pragmatics Davis points out in his book Pragmatics: A Reader(1991) that pragmatics,likephonetics,phonology,morphology,syntaxandsemantics,isacomponent of linguistics. 1.2.2Perspective view of pragmatics Verschueren(1999) proposes that pragmatics is not a component oflinguistics, but a new way of looking at language. Pragmaticsisspecifiedas“ageneralcognitive,social,andculturalperspective on linguistic phenomena in relation to their usage in forms ofbehavior”(Verschueren,1999)
<大学英语语法>考查试题 一．选择正确答案填入相应的空格处：（70%） forest guards often find campfires thet have not been ______completely. down B. put out C. put away over 2..Of all the economically important plants, palms have been______. least studied the least less and less study the less is a continuous supply of fuel oil. things needed is needed is needed their need 4.The survey indicates that each Chinese family averaged_____of daily television usage in 1994than in 1993. many as 60 minutes B. 60 minutes more C. 60 minutes C. more 60 minutes 5.All evidence the court has collected boils_____to the fact that he is a spy. A. down B. off C. up D. overluggage, the group of tourists hurried to the airport.2009-2010学年第二学期（） A. After packed packed packing was always nervous_____ in city traffic. driving B. driving driving driving 8. I saw Alan skimming over the water and, finally, ____ into it.
Chapter 6 Pragmatics 语用学 1.What is pragmatics? 什么是语用学？ Pragmatics can be defined as the study of how speakers of a language use sentences to effect successful communication. As the process of communication is essentially a process of conveying meaning in a certain context, pragmatics can also be regarded as a kind of meaning study. It places the study of meaning in the context in which language is used. 语用学研究的是说某种语言的人怎样用句子去实现成功的交际。 由于交际的过程从本质来说是在一定的语境中表达意义的过程，因而语用学的本质是一种意义研究。它是一种将语言置于使用的语境中去的意义研究。 2.Pragmatics and semantics 语用学和语义学 Pragmatics and semantics are both linguistic studies of meaning, but they are different. What essentially distinguishes semantics and pragmatics is whether in the study of meaning, the context of use is considered. If it is not considered, the study is restricted to the area of traditional semantics; if it is considered, the study is being carried out in the area of pragmatics. 语用学和语义学都是对意义的语言学研究，但两者是不同的。它们的本质区别在于研究意义时是否考虑了语言使用的语境。没有考虑到语境进行的研究就没有超出传统语义学的研究范围；相反，考虑到语境进行的研究就属于语用学的研究范围。 3.Context 语境 Context is essential to the pragmatic study of language. It is generally considered as constituted by the knowledge shared by the speaker and the hearer. 语境是语言的语用研究中不可缺少的概念。它一般被理解为说话者和听话者所共有的知识。The shared knowledge is of two types: the knowledge of the language they use, and the knowledge about the world, including the general knowledge about the world and the specific knowledge about the situation in which linguistic communication is taking place. 共有的知识包括他们所使用的语言方面的知识和双方对世界的认识，包括对世界的总的认识和对正在进行的语言交际所处的环境的具体认识。 4.Sentence meaning and utterance meaning 句子意义和话语意义The meaning of a sentence is abstract, and de-contextualized, while utterance meaning is concrete, and context-dependent. Utterance is based on sentence meaning; it is the realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context. 句子的意义是抽象的，非语境化的，而话语的意义是具体的，受语境制约的。话语意义基于句子意义；它是一个句子的抽象意义在特定语境中的具体体现，或简而言之，在一个语境中的具体化。 5.Speech act theory 言语行为理论 Speech act theory is an important theory in the pragmatic study of language. It was originated with the British philosopher John Austin in the late 50’s of the 20th century. 言语行为理论是语言语用研究中的一个重要理论。它最初是由英国哲学家约翰.奥斯汀在20世纪50年代提出的。 According to speech act theory, we are performing actions when we are speaking.
The Cooperative Principle of Pragmatics: An Analysis of the Verbal Humour in the Sitcom Home with Kids Since the language was born, the research of it has never interrupted. Humor is the spice of our lives, leave it the life will be boring. Pragmatics is a main branch of Linguistics, with the development of pragmatic theory, linguists and hobbyists from many angles analysis on verbal humor and achieved fruitful results.While cooperative principle, as one of the most important pragmatic principle, makes a systemic study about language use and lays a solid foundation for later development of pragmatics. The violation of cooperative principle can often generate conversational implicature or achieve certain communicative effects. On the basis of previous humour and pragmatic theory research, I will analysis from the point of the cooperative principle of those verbal humour dialogue in the sitcom "Home with Kids", which reflects the daily life of a rebuilt family and attracts many Chinese audiences by its creating writing, good acting as well as its wonderful transcripts. 1. Four Maxims of the Cooperative Principle In 1975, the language philosopher H. P. Grice published a seminal article entitled “The Cooperative Principle” which created quite a stir in the linguis tic world and generated a large number of linguistic publications that are built on Grice's postulates. According to Grice, in conversational exchange, people usually try to reach a common goal by mutual efforts or at least make the conversation develop in the direction of their expectation. To achieve this, people need to cooperate with each other. Grice' theory of the cooperative principle explains how it is possible for the speaker to convey more than what is literally said and foe the hearer to understand. The four maxims of CP are Quantity Maxim, Quality Maxim, Manner Maxim and Relation Maxim. The maxim of quantity has two sub-maxims that require the cooperative
试卷代码： 南京城市职业学院2015-2016学年度第二学期 酒店管理专业酒店英语期末考试试题 班级：学号：姓名： 2016年6月 一、单选题（每题1分，共20分） 1、Good morning. _______ I help you? A、Would B、Must C、May D、Am 2、I would like to _________ a room, please. A．order B、book C、see D、look 3. It’s very kind __________ you to help me. A．of B、to C、by D、for 4. What’s the ________ for a double room? A. right B. rate C、money D、for 5. I would like to book a double room ________ bath. A. with B. of C、by D、for 6.Excuse me, sir. You need to ________ the form. A. fill in B. fill on C、fill of D、fill for 7.We are looking forward to __________ you. A. see B. saw C、seeing D、sees 8.I'm afraid we are fully booked _______ the 5th. A. with B. of C、by D、for 9.Do you want to pay _____ cash or _____ credit card. A. in in B. by by C、by in D、in by 10.The porter will show you _______ your room. A. with B. to C、by D、for 11.My flight will leave ______ 6 pm today. A. with B. on C、at D、for 12.The hotel is full and there is someone ________ your room. A. take B. To take C、takes D、taking 13.Let me _______ you with your luggage.
“语用学”课程教学大纲 教研室主任：唐建萍执笔人：唐建萍 一、课程基本信息 开课单位：外国语学院 课程名称：语用学 课程编号：043103 英文名称：Pragmatics 课程类型：专业方向限选课 总学时：18 理论学时：18实验学时： 学分：1 开设专业：英语 先修课程：语言学导论 二、课程任务目标 （一）课程任务 语用学是英语专业语言学方向的一门专业限选课。本课程主要通过语用学中两个重要的概念，即“言语行为”和“语境”使学生掌握其相互作用和构成在话语交际中的核心作用，通过对语用学中指示、预设、言语行为理论、会话合作原则、话语逻辑等若干论题的研究，使学生可以从说话者和听话者的角度，知晓语言行为是受各种社会规约制约的行为，并可以运用社会规约结合语用知识去解释某些语言现象。让语言研究变成“语言—使用者—语境”这样一个三位一体的立体研究，对语言的认识从必然性跨越到自由性，从静态到动态，从单向分析向整体扩展，凝结出跨文化交际行为适合性的精髓。 （二）课程目标 在学完本课程之后，学生能够： 1. 区分语用学与语义学和其它相关学科在研究意义上的差别； 2. 在了解英语语言的基本特征以后，从语言使用的各种情况解释语言使用的意义、规 则和条件，从而以更高、更广的视角了解语言的特征； 3. 了解近二、三十年来语用学的发展、目前最新的研究动态及趋势，增强外语教学与
学习中的语用观念。 三、教学内容和要求 第一章引论 使学生了解语用学的起源和发展，并初步了解语用学中的几个基本概念及语用学同其它交叉学科的关系与学习意义 第一节语用学的起源及发展 第二节语用学的定义 第二章指示现象 使学生从语用角度了解指示词语的功能，脱离结构主义对指示词语的狭义理解，把话语和周围的世界联系起来。 第一节指示语的定义、分类和特点 第二节人称指示 第三节时间指示和空间指示 第四节语篇指示和社交指示 第三章语用预设 使学生了解预设、前提的定义及前提的反射问题。培养学生对话语命题进行逻辑切分的能力和逻辑推理能力 第一节前提的定义 第二节前提的种类 第三节前提的映射问题 第四节前提与蕴涵的关系 第四章会话含义(I):合作原则 要求学生掌握会话合作原则，并能应用到话语交际中，在话语轮回中动态的判断信息量，信息的真实性、相关性及谈话方式，发现话语的隐含意义 第一节合作原则的四项准则 第二节违反合作原则产生的语用效果 第三节隐含意义的定义及分类
2015级大学英语（一）A、B卷样题及出题范围 ⅠVocabulary and Structure （30%） (A)Directions: In this section, there are 15 incomplete sentences. For each sentence there are four choices marked A, B, C and D. Choose one answer that best completes the sentence and mark the corresponding letter. (15%) (Question 1-15) From Text B Vocabulary Exercises IV Unit 1-7 Example: 1. We’d be __________ to help you whenever and wherever. A. pleased B. please C. pleasing D. pleasure 2. Have you finished your homework?---- ________ . A. Not yet B. Yet not C. No yet D. Yet no (B) Directions: Fill in the blanks with correct form of the words and phrases given below. (15%) (Question 16-30) From Text A Vocabulary & Structure I Unit 1-7 ⅡReading Comprehension （30%） Directions: After reading the following passages, you will find 5 questions or unfinished statements attached to each passage. For each question or statement there are 4 choices marked A, B, C, and D. You should make the correct choice. (Question 31-45) Two passages will be chosen from Text A&B (Unit 1-7) and the other one will not be taken from our textbook. Example (omitted) ⅢDaily conversation （10%） Directions: Pick out appropriate expressions from the six choices below and complete the following dialogue by blacking the corresponding letter on the Answer Sheet. (Question 46-50) A：Excuse me, sir. ____1____ B：Certainly. Go along this street. Turn left into Xingfu Street, and the museum is on your right. A：___2_____ B：It's about thirty minutes. A：I see. ____3____ …… ⅣTranslation (30%) (A) Directions: Translate the Following Sentences into English with Reference to the Words or Phrases in the Brackets. (Question 51-55) From Text A Translation Exercises Unit 1-7
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A. some modern women prefer a life of individual freedom. B. the family is no longer the basic unit of society in present-day Europe. C. some professional people have too much work to do to feel lonely. D. Most Europeans conceive living a single life as unacceptable. 5.What is the author’s purpose in writing the passage? A. To review the impact of women becoming high earners. B. To contemplate the philosophy underlying individualism. C. To examine the trend of young people living alone. D. To stress the rebuilding of personal relationships. Passage Two American dramas and sitcoms would have been candidates for prime time several years ago. But those programs －though some remain popular －increasingly occupy fringe times slots on foreign networks. Instead, a growing number of shows produced by local broadcasters are on the air at the best times. The shift counters longstanding assumptions that TV shows produced in the United States would continue to overshadow locally produced shows from Singapore to Sicily. The changes are coming at a time when the influence of the United States on international affairs has annoyed friends and foes alike, and some people are expressing relief that at least on television American culture is no longer quite the force it once was. “There has always been a concern that the image of the world would be shaped too much by American culture,” said Dr. Jo Groebek, director general of the European Institu te for the Media, a non-profit group. Given the choice, he adds, foreign viewers often prefer homegrown shows that better reflect local tastes, cultures and historical events. Unlike in the United States, commercial broadcasting in most regions of the world －including Asia, Europe, and a lesser extent Latin America, which has a long history of commercial TV －is a relatively recent development. A majority of broadcasters in many countries were either state-owned or state-subsidized for much of the last century. Governments began to relax their control in the 1980’s by privatizing national broadcasters and granting licenses to dozens of new commercial networks. The rise of cable and satellite pay-television increased the spectrum of channels. Relatively inexperienced and often financed on a shoestring, these new commercial stations needed hours of programming fast. The cheapest and easiest way to fill airtime was to buy shows from American studios, and the bidding wars for popular shows were fierce. The big American studios took advantage of that demand by raising prices and forcing foreign broadcasters to buy less popular programs if they wanted access to the best-selling shows and movies. “The studio priced themselves out of prime time,” said Harry Evans Sloan, chairman of SBS Broadcasting, a Pan-European broadcaster. Mr. Sloan estimates that over the last decade, the price of American programs has increased fivefold even as the international ratings for these shows have declined. American broadcasters are still the biggest buyers of American-made television shows, accounting for 90% of the $25 billion in 2001 sales. But international sales which totaled $2.5 billion last year often make the difference between a profit and a loss on show. As the pace of foreign sales slows －the market is now growing at 5% a year, down from the double-digit growth of the 1990’s －studio executives are rethinking production costs. 6. Which of the following best characterizes the image embodied in American shows? A. Self-contradictory B. Prejudice-free C. Culture-loaded D. Audience-targeted 7. The intervention of governments in the 1980’s resulted in __________ . A. the patenting of domination shows and movies B. the emergence of new commercial networks C. the promotion of cable and satellite pay-television D. the intense competition coming from the outside 8. The phrase “on a shoestring” (Para. 6) most probably means __________. A. in need of capital B. after a fashion C. on second thoughts D. in the interests of themselves 9. The main reason why American dramas and sitcoms are driven out of prime time is that ____. A. they lose competitiveness B. they are not market-oriented C. they are too much priced D. they fall short of audience expectations 10. American studio producers will give thought to production costs __________. A. if they have no access to popular shows B. because their endeavors come to no avail C. since bidding wars are no longer fierce D. as international sales pace slows down Passage Three How shops can exploit people's herd mentality to increase sales 1. A TRIP to the supermarket may not seem like an exercise in psychological warfare—but it is. Shopkeepers know that filling a store with the aroma of freshly baked bread makes people feel hungry and persuades them to buy more food than they had intended. Stocking the most expensive products at eye level makes them sell faster than cheaper but less visible competitors. Now researchers are investigating how “swarm intelligence” (th at is，how ants，bees or any social animal，including humans，behave in a crowd) can be used to influence what people buy. 2. At a recent conference on the simulation of adaptive behaviour in Rome，Zeeshan-ul-hassan Usmani，a computer scientist from the Florida Institute of Technology，described a new way to increase impulse buying using this phenomenon. Supermarkets already encourage shoppers to buy things they did not realise they wanted: for instance，by placing everyday items such as milk and eggs at the back of the store，forcing shoppers to walk past other tempting goods to reach them. Mr Usmani and Ronaldo Menezes，also of the Florida Institute of Technology, set out to enhance this tendency to buy more by playing on the herd instinct. The idea is that, if a certain product is seen to be popular, shoppers are likely to choose it too. The challenge is to keep customers informed about what others are buying. 3. Enter smart-cart technology. In Mr Usmani's supermarket every product has a radio frequency identification tag, a sort of barcode that uses radio waves to transmit information，and every trolley has a scanner that reads this information and relays it to a central computer. As a customer walks past a shelf of goods, a screen on the shelf tells him how many people currently in the shop have chosen that particular product. If the number is high, he is more likely to select it too.
２０１０年第２期（总第７４期） 边疆经济与文化 ＴＨＥＢＯＲＤＥＲＥＣＯＮＯＭＹＡＮＤＣＵＬｒｌｌＪＲＥ Ｎｏ．２．２０ｌＯ ＧｅｎｅｒａｌＮｏ．７４ 【教育纵横】 语用学对英语教学的作用 于松 （哈尔滨师范大学西语学院，哈尔滨１５００８０） 摘要：长期以来，中国英语教学都采取传统模式，教师在教学过程中过分注重学生词汇、语法以及句子分析的能力，造成了学生的满腹理论而不知如何应用的结果。语用学作为一门新兴学科，主要研究语言的应用并已被应用到众多领域。在英语教学中结合语用学的理论不但可以教会学生学会基本的语言知识，更可以促使其掌握语用知识，正确的使用英语这一交际工具。 关键词：语用学；语用学理论；英语教学；教学启示 中图分类号：Ｇ４２４．１文献标志码：Ａ文章编号：１６７２－５４０９（２０１０）０２－０１５６－０２ 一、引言 当代英语教学大都将英语视为一种语言知识进行传授，只注重孤立地对学生进行英语单词、语法、句法、翻译、写作等方面的教学，却忽视了对学生实际运用英语语言知识的能力的培养。通过以上教学，学生可以在应试中取得很好的成绩，然而在用语言进行交流时却不能很好的运用所学知识进行有效的交流。语言是交际的工具，语言各方面的知识是相互联系的整体，只有掌握了具体的语言形式所具有的功能并结合一定的语境，才能真正掌握和使用一门语言，因此在英语教学中不仅应重视对英语听说读写等基础知识的教学，更应注重语用方面的教学，这是本文研究的目的。 二、语用学对英语教学的作用 英语教学实际上是一个动态的过程。是学生通过书面阅读等方式进行信息交流、理解，并在理解的过程中增长知识、提高能力的过程。因此英语教师应充分认识到英语教学并不仅仅是教授语音、词汇、语法等语言基础知识，还应对语言环境、语言知识、文化背景等进行语用分析。在实际教学中不仅要明确提出提高学生语用能力的教学目标，在实际教学的各个环节中都要贯彻执行这一目标。 １．语用学对词汇教学的作用 传统英语词汇教学往往注重词汇本身的意义和语法意义，孤立地讲词义而不是将词汇放人具体语境去教词义，然而在不同的语境中同一个词也会有不同的意义。学生在学习过程中能很好的记住某一单词的各种意义，但到了实际应用时却一头雾水，常常出现语用错误。由于同一单词在不同语境中会有不同的意义，学生在阅读文本时只知道该词的基本意义，因此在理解文本时产生障碍，不能有效的进行认知。例如ｇｏｏｄ一词，简单的定义为“好的”是不合适的，例如：“ｈｅｉｓａｇｏｏｄｂｏｙ”并不一定表示“他是个好男孩”。如果在前面加上“ｈｅｈａｓｓｔｏｌｅｎ１０，０００ｂｉｃｙｃｌｅｓ．”则表示“他是个坏男孩。”此外，在词汇教学过程中，教师还应让学生注意到某些词汇用法的局限。 例如，ｃｏｎｆｅｒｅｎｃｅ一词简单的定义为会议，但它往往不能与我们较熟悉的ｍｅｅｔｉｎｇ互换。原因是前者用法较正式通常指较大型的会议。后者指一般的、较小型的、常见的会议。例如我们在日常生活中常用“ｔＩｌｅｔｅａｃｈｅｒａｓｋｅｄＭａｒｙｔｏａｔｔｅｎｄｔｈｅｃＩａｓｓ．ｒｏｏｍｍｅｅｔｉｎｇａｔ１２０’ｃｌｏｃｋ．”而不是用“ｔｈｅｔｅａｃｈ．ｅｒａｓｋｅｄＭａｒｙｔｏａｔｔｅｎｄｔｈｅｃｌａｓｓｒｏｏｍｃｏｎｆｅｒｅｎｃｅ．” ２．语用学与语法教学 语法教学在传统的英语教学中也同样采用孤立的教学方式。语法教学的常规模式通常是教师以一本语法书为基础，在课堂上尽可能多的向学生罗列语法知识，而学生在课堂上主要的任务就是不停地记笔记，课后花费大力气记住老师所讲的语法要点。这种教学方法的后果往往是学生有着很好的理论基础，可是实际应用时却错误百出。另一种结果是学生为了应付考试进行大量的练习，考试时能够取得不错的成绩，可考完试后所学的语法知识便忘在脑后。教授语法知识的目的是为了让学生掌握语用能力，掌握语法知识和句型是正确运用英语的前提，但有了这一前提并不代表有了语用能力，如果把语法教学与语用知识结合起来无疑会收到更好的 收稿日期：２００９－０９．１５ 作者简介：于松（１９８５一），女，黑龙江尚志人，硕士研究生，从事外国语言学及应用语言学研究。围删一舢Ｊｗ哪蝴 万方数据