探讨英语初中《新英语》教材中言语行为分布及其特点

论文导读：TextbookEvaluation17-212.1.3DomesticStudiesonTextbookEvaluation21-232.1.4PreviousStudiesonNSEEvaluation23-242.2TheoryofPragmatics24-352.2.1DefinitionofPragmaticConcepts24-272.2.1.1DefinitionofPragmatics24-252.2.1.2DefinitionofPragmaticCompetence25-262.2.1.3DefinitionofPr
摘要：在我国,教材是英语学习者获得语用知识最直接的手段和模式。教材中呈现的语用知识信息很大程度上决定了学习者语用意识和语用能力的培养。本论文的探讨对象是外研社与英国麦克米伦出版公司新近合作出版的初中《新标准英语》教材。由于该套教材依据教育部《英语课程标准》的要求,采取多元教学大纲的设计思路,从话题为主线,将知识与技能交叉组合,用板块形式设计活动,其在全国广为利用。本探讨的目的在于发现学生是否能够通过利用该教材获得语用知识。本论文基于塞尔言语行为论述基础,即塞尔对从言行事行为的五大分类：断言类、指令类、承诺类、表达类和宣告类,从及间接言语行为论述,以语用学的核心部分——言语行为角度,采取静态文本分析办法,旨在发现哪些言语行为被列进了教材?呈现的言语行为有何特征?探讨表明,《新标准英语》有五个特点：1)教材中总共出现了49种直接和间接言语行为,覆盖了塞尔五大类别中的四大类,即断言类、指令类、承诺类和表达类；2)指令类的出现频率最高,承诺类最底；3)言语行为的难度和内容呈递升走势；4)活动设计多样,用于培养学生的语用能力；5)间接言语行为出现21次。教材有着三个不足：1)几点常见的言语行为没有呈现,如发誓、谴责；2)在呈现的49种直接和间接言语行为中,其中19种在整册书中出现的概率不到百分之一；3)言语行为的数量没有呈现递升走势。最后,根据言语行为分布状况,本论文对编写者、教师及课堂教学三个方面提出了一些倡议。编写者在编写中还应增多几点日常言语行为,并合理分布不同的言语行为；教师在利用教材时应适当地调整教学顺序、增添教学内容,并提升自身的专业技能：课堂教学应在具体的情景中展开,并提升学生对文化差别的意识。关键词：言语行为论文教材评估论文《新标准英语》论文塞尔论文语用能力论文
本论文由www.7ctime.com,需要论文可从关系人员哦。ABSTRACT2-3
摘要3-6
List of Figures6-7
List of Tables7-8
Chapter One Introduction8-16

1.1 Research Background8-10

1.1.1 Textbook as Authority in EFL Settings8-9
1.1.2 The Demands of New Engpsh Curriculum Standards (2011)9-10

1.2 Research Purpose10-13

1.2.1 Purpose of Textbook Evaluation11

1.2.2 Reasons for Choosing New Standard Engpsh (NSE) as the Research Subjects11-13

1.3 Research Significance13-14

1.4 Research Questions14

1.5 Organization of the Thesis14-16

Chapter Two Literature Review16-35

2.1 Studies on Textbook Evaluation16-24

2.

1.1 Definition of Textbook16-17

2.1.2 Foreign Studies on Textbook Evaluation17-21
2.1.3 Domestic Studies on Textbook Evaluation21-23
2.1.4 Previous Studies on NSE Evaluation23-24

2.2 Theory of Pragmatics24-35

2.1 Definition of Pragmatic Concepts24-27

2.2.

1.1 Definition of Pragmatics24-25

2.2.1.2 Definition of Pragmatic Competence25-26
2.2.

1.3 Definition of Pragmatic Failure26-27

2.2.2 Teachabipty of Pragmatic Competence27-28论文导读：SpeechActs29-302.2.3.2.2Searle'sClassificationofIllocutionaryActs30-332.2.3.2.3IndirectSpeechActs33-35ChapterThreeMethodology35-393.1ResearchSubjects35-373.2ResearchInstruments37-383.3DataCollection38-39ChapterFourDataAnalysisandMajorFindings39-60

4.1DataAnalysis39-571.1Th

2.3 Speech Act Theory28-35

2.3.1 Austin's Speech Act Theory28-29

2.2.3.2 Searle's Development of Speech Act Theory29-35
2.2.3.2.1 Searle's Division of Speech Acts29-30
2.2.3.2.2 Searle's Classification of Illocutionary Acts30-33

2.3.3 Indirect Speech Acts33-35

Chapter Three Methodology35-39

3.1 Research Subjects35-37

3.2 Research Instruments37-38

3.3 Data Collection38-39

Chapter Four Data Analysis and Major Findings39-60

4.1 Data Analysis39-57

4.1.1 The Quantity of Speech Acts in NSE39-48
4.

1.2 The Quapty of Speech Acts in NSE48-57

4.1.2.1 Distribution Characteristics of Speech Acts48-54
4.1.2.2 Distribution of Indirect Speech Acts54-57

4.2 Major Findings57-60

Chapter Five Conclusion60-65

5.1 Imppcations60-63

5.

1.1 Imppcations for Textbook Compilers60

5.

1.2 Imppcations for Teachers60-62

5.

1.2.1 Adding Teaching Materials61

5.

1.2.2 Adjusting Teaching Contents61-62

5.

1.2.3 Developing Professional Skills62

5.1.3 Imppcations for Classroom Instruction62-63
5.

1.3.1 Teaching Engpsh in Context62-63

5.1.3.2 Increasing Learners' Cultural Awareness63

5.2 Conclusion63

5.3 Limitations63-65

References65-70
Appendix 1 Contents of NSE70-78
Appendix 2 Indirect Speech Acts in NSE78-80
Acknowledgements80-82