本研究以二语习得和语用学的相关理论为理论依据。运用交际语言教学法、任务教学法和跨文化语言教学法对课堂语言教学进行分析；研究数据的分类、研究的理论构架则建立在已有的语用学研究成果上，如Bachman的语用能力概念、语际语用学、跨文化语用学、社会语用学以及言语行为理论等；数据分析体系是以Bachman and Palmer(1996)，Vellenga(2004)，Hatoss(2004)和Byram(1997)对语用知识分类的框架为蓝本改编而成的。 作者试图以定性为主、定量为辅的研究手段来回答以上问题。采用问卷调查、课堂观察和访谈等方式在我国某重点高校采集原始数据，196位在校非英语专业本科生和44位大学英语教师参与其中，并对大学英语全新版系列教材中的《综合英语教程》(1—4册)和《听说教程》(1—4册)进行了内容分析。 |
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 |
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