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| 內容簡介： |
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本书主要回答了以下三个问题：（1）专业学生语际语发展的现状如何？（2）专业学生语际语语用能力发展过程中的问题或薄弱环节究竟在哪里？（3）如何改进现有教学以有效提升专业学生的语际语语用能力？本研究不仅对中国语境下的外语教学具有普遍的指导意义，而且对民族院校这一多元文化群体的英语教学和国家的语言政策具有较强的针对性和一定的参考价值。
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| 關於作者： |
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马腾，男，1969年生，回族，宁夏固原人，浙江农林大学外国语学院英语教授。2001年获得上海外国语大学硕士学位，2010年获得上海外国语大学语用学博士学位。研究领域为语用学和二语习得。出版专著2部；主编英语专业高级写作教材1部；参编著作1部；公开发表学术论文20余篇。主持国家民委重点科研课题1项；主持宁夏哲学社会科学规划项目1项；主持宁夏高等学校科学技术研究重点项目1项；参加省部级规划课题1项；主持校级教材建设项目1项；参加校级科研课题、教研项目多项；主持校级精品课程建设1门。曾获国家民委社会科学研究成果调研报告三等奖、宁夏普通高等学校优秀教材奖、宁夏回族自治区教育系统优秀共产党员等荣誉称号。
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| 目錄：
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List of Tables
List of Figures
Abbreviations
Chapter 1 Introduction
1.1 Research background
1.2 Significance of the research
1.3 Methodology of the research
1.4 Organization of the book
Chapter 2 Literature Review
2.1 Interlanguage
2.2 Interlanguage pragmatics
2.3 Intercultural communication
2.3.1 Nature and scope of intercultural communication
2.3.2 Features and complexities of intercultural
communication
2.4 Pragmatic transfer,pragmatic failure and fossilization
2.4.1 Pragmatic transfer
2.4.2 Pragmatic fossilization
2.4.3 Pragmatic failure
2.5 Summary
Chapter 3 ILPC the Terminal Goal in its Development
3.1 Interlanguage pragmatic competence
3.1.1 Communicative competence revisited
3.1.2 Interlanguage pragmatic competence-A working model
3.2 The terminal goal of ILPC development
3.2.1 Accuracy
3.2.2 Fluency
3.2.3 Appropriacy
3.2.4 Intercultural pragmatic sensitivity
3.5 Summary
Chapter 4 A Survey of ILPC of EMs in EU-A Case Study of BEU
4.1 Description of survey
4.1.1 Participants
4.1.2 Instruments
4.1.3 Data collection
4.1.4 Data analysis
4.2 Results and discussion:A quantitative approach
4.2.1 Global situation of ethnic English majors
4.2.2 Local situation of ethnic English majors
4.2.3 Differences between HAN and the HMT and OTH as a whole
4.3 Results and discussion:A qualitative approach
4.3.1 Summary of the differences among HAN,HMT and OTH
4.3.2 Pragmatic failure among HAN,HMT and OTH
4.3.3 Further discussion:Observations on complexities in EU
4.4 Summary
Chapter 5 An Overall Theme-based ILPCD Model
and Strategies for its Implementation
5.1 An overall theme-based ILPCD Model
5.1.1 Rationale of theme-based instruction
5.1.2 The overall theme-based instructional model for ILPCD
5.2 Teaching strategies for the theme-based ILPCD model
5.2.1 Applying the explicit-implicit teaching method
5.2.2 Offering T-based eontextualized metapragmatic lead-ins
5.2.3 Doing interaction,perceiving strategies via contextual
awareness
5.2.4 Giving proper corrective feedback in T-based
instruction
5.2.5 Paying due attention to grammarteaching
5.2.6 Equipping learners with learning strategies
5.3 Summary
Chapter 6 Conclusion
6.1 Conclusions
6.2 Implications
6.2.1 Theoretical implications
6.2.2 Pedagogical implications
6.3 Limitations of the present research
References
Appendix Ⅰ Pragmatic Competence Questionnaire for English Majors in
EU
Appendix Ⅱ Ethnicity Information Questionnaire for English Majors
in EU
Appendix Ⅲ Research Items Correspondence Table
Appendix Ⅳ Language Families of Ethnic Groups in China
Appendix Ⅴ Information of Ethnic Groups in China
Afterwords
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