大学英语教学中的语用研究

　　本书作为系统研究我国大学英语教学中的语用问题的专著，对语用教学作了多角度、全方位的调查和研究。本研究以二语习得和语用学的相关理论为理论依据，探讨在中国语境中大学英语教材和课堂教学中的语用知识输入以及大学英语教师如何将语用教学融入大学英语课堂教学等问题。作者广泛借鉴国外学者在语用教学方面的研究成果和经验，深入分析我国大学英语教材编写和课堂教学中的语用能力培养现状，阐述了语用教学的新观念、新思路，提出了语用教学新模式。研究结果对大学英语教材编写和大学英语课堂教学都具有一定的指导意义。

暂缺《大学英语教学中的语用研究》作者简介

CHAPTER 1 INTRODUCTION
1.1 Globalization of English
1.2 College English teaching in China
1.3 Information about College English textbook writing in China
1.4 Aim of the study
1.5 Significance of the study
1.6 Research questions
1.7 Organization of the book
CHAPTER 2 RESEARCH ON PRAGMATICS
2.1 Pragmatics: an overview
2.1.1 Pragmatics: a definition
2.1.2 Features of pragmatics
2.2 Research on pragmatics in language teaching and materials development: an overview
2.3 Research on pragmatics in ESL/EFL teaching/learnlng:past studies
2.3.1 Teachability
2.3.2 Role of instruction
2.3.3 Effect of instruction
2.3.4 Summary of the major findings and arguments
2.4 Research on pragrnatics in ESL/EFL materials development: past studies
2.4.1 Authenticity in textbooks
2.4.2 Presentation of speech acts in textbooks
2.4.3 Pragmatic knowledge contained in textbooks
2.4.4 Effect of pragmatic input on the development of learners' pragmatic competence
2.4.5 Summary of the major findings and arguments
2.5 Summary
CHAPTER 3 THEORIES OF SLA AND PRAGMATICS
3.1 Theories of language teaching and learning
3.1.1 Second language acquisition （SLA）
3.1.2 Cognitive perspectives of second language acquisition
3.1.3 Sociocultural perspectives of second language acquisition
3.1.4 Communicative language teaching
3.1.5 Task-based language teaching
3.1.6 Intercultural language teaching （ILT）
3.2 Theories and concepts of pragmatics
3.2.1 Pragmatic competence
3.2.2 Speech act theory
3.2.3 Interlanguage pragmatics
3.2.4 Intercultural pragmatics
3.2.5 Sociopragmatics
3.2.6 Categorization of pragmatic knowledge
3.2.7 Textbook analysis framework
3.3 Summary
CHAPTER 4 PRAGMATICS IN COLLEGE ENGLISH CLASSROOMS
4.1 Designing the study
4.1.1 Research methods
4.2.2 Content analysis data
4.2.3 Classroom observation data
4.2.4 Interview data
4.3 Findings
4.4 Summary
CHAPTER 5 A PRAGMATIC ANALYSIS
5.1 RQ1 : How do Chinese teachers and students perceive pragmatic knowledge in the process of teaching/learuing and in College English textbooks？
5.1.1 Importance of pragmatics in teaching and learning English
5.1.2 Perception of pragmatics in College English textbooks
5.1.3 Ways of teaching pragraatics in College English classrooms
5.1.4 Proficiency and perception of learning and teaching pragmatics
5.2 RQ2: What is the nature of pragmatic materials and tasks included in College English textbooks？
5.2.1 Quantitative analysis of pragmatic materials and tasks in CE textbooks
5.2.2 Qualitative analysis of pragmatic materials and tasks in CE textbooks
5.3 RQ3: How do Chinese College English teachers incorporate pragmatic materials and tasks into the classroom？
5.3.1 Teaching pragrnatics in College English classrooms, how likely
5.3.2 What to teach: pragmatic input in College English classrooms
5.3.3 How to teach: pragmatic approach in College English classrooms
5.4 Summary
CHAPTER 6 CONCLUSIONS: TOWARDS A NEW MODEL OF TEACHING PRAGMATICS
6.1 Re-orientation of College English teaching in China
6.2 Conclusions
6.3 Teaching pragmatics: a model
6.3.1 Teaching pragmatics: content
6.3.2 Teaching pragmatics: process
6.4 Implications
6.4.1 Implications for teaching and learning
6.4.2 Implications for pedagogy
6.4.3 Implications for teachers' professional development
6.4.4 Implications for materials development
6.5 Limitations of the study and recommendations for further research
REFERENCES