初级汉语口语教材的语用知识分析

Abstract

本文以语用学理论为基础，分析了三套初级汉语口语教材中语用知识的呈现类型、呈现频率以及呈现方式。发现初级汉语口语教材中主要呈现的语用知识类型有言语行为、语境、会话含意、礼貌、会话分析，而文化、指示语、合作原则类 的语用知识并未呈现，这可能与教材的水平有关。初级口语教 材中的言语行为在所有语用知识类型中占主导地位，这是由于目前国际汉语教材的编写仍然按照“结构-功能-文化”的纲目来编写的。从语用知识呈现的方式来看，目前教材中语用呈现的方式比较单一，主要是例释和练习，对元语用知识呈现应引起重视。从定量分析的结果来看，初级汉语口语教材中的语用知识存在以下问题：(1)语用知识数量相对不足；(2)未得到教材编写者和教师的足够重视；(3)各语用知识类型分布不平衡；(4)部分语用知识解释不充分。针对以上问题建议：(1)增加语用知识的量，对语用知识进行整体建构；(2)专门设置语用板块并进行元语用的描述，结合多媒体 资源丰富语用知识的呈现方式；（3）增加中外语用知识的对比；（4）加强对语用 知识的解释，既要考虑到“是什么”，更要考虑到“怎么用”。

Based on theory of pragmatics, this article analyzes the types, frequencies and manners of pragmatic knowledge in three sets of elementary Chinese spoken textbooks. It is found that the main types of pragmatic knowledge presented in the elementary Chinese spoken textbooks are speech acts, contexts, conversational implicatures, politeness and conversation analysis, while the culture, deixis, and cooperative principle are not presented, which may be related to the level of the textbooks. Speech acts is dominant among all the pragmatic knowledge types in the elementary spoken language textbooks, which is because the current international Chinese textbooks are still compiled according to the outline of "structure-function-culture". The manners of pragmatic knowledge are relatively simple in the present textbooks, which mainly are examples and exercises, metapragmatic presentations should be paid attention to. From the results of quantitative analysis, it can be seen that the pragmatic knowledge in elementary Chinese spoken textbooks has the following problems: (1) the amount of pragmatic knowledge is insufficient; (2) it has not received enough attention from compilers and teachers;(3) the distribution of various pragmatic knowledge is unbalanced;(4) some pragmatic knowledge is not explained enough. Therefore we suggested: (1) to increase the amount of pragmatic knowledge and construct pragmatic knowledge as a whole; (2) to set up a pragmatic section and carry out meta-pragmatic descriptions, to combine multimedia to enrich the manners of pragmatic knowledge; (3) to increase the comparison of Chinese and foreign pragmatic knowledge; (4) to enhance the explanation of pragmatic knowledge, not only should consider "what it is", but also "how it is used".