《跨文化語用失誤視角下的英語教學》是英語教學方面的研究性著作，《跨文化語用失誤視角下的英語教學》在語用學研究現有成果的基礎上，從跨文化交際角度，對學生在英語學習中常犯的一些語用失誤進行了分析和研究，對如何提高學生跨文化意識及交際能力提出了一些具體的解決辦法，可為國內英語教學改革的發展提供啟示和借鑑。
基本介紹
- 書名：跨文化語用失誤視角下的英語教學
- 作者：李進
- 出版日期：2013年6月1日
- 語種：英語
- ISBN：7564323299
- 外文名：English Teaching from the Perspective of Intercultural Pragmatic Failure
- 出版社：西南交通大學出版社
- 頁數：153頁
- 開本：32
基本介紹,內容簡介,作者簡介,圖書目錄,
基本介紹
內容簡介
《跨文化語用失誤視角下的英語教學》由西南交通大學出版社出版。
作者簡介
李進，1967年生人，男，漢族，雲南昭通學院外語系副教授，碩士，外語系副主任。主要從事英語語言學及現代英語的教學與研究。現已發表論文二十餘篇。
圖書目錄
1 Introduction
1.1 The Present Situation of ELT in China
1.2 Objective
1.3 Significance
1.4 The Organization of the Book
2 The Scope of Pragmatics
2.1 The Definition of Pragmatics
2.2 Discourse Analysis
2.3 Conversational Implicature
3 Types and Causes of the Intercultural Pragmatic Failure
3.1 The Definition of Pragmatic Failure
3.1.1 Speech Acts and Indirect Speech Acts
3.1.2 Types of Intercultural Pragmatic Failure
3.1.3 Pragmalinguistic Failure
3.1.4 Sociopragmatic Failure
3.1.5 Pragmabehavioral Failure
3.2 Causes of Pragmatic Failure
3.2.1 Inappropriate Transference
3.2.2 Different Cultural Connotation
3.2.3 Different Sense of Value， Religious Beliefs and Customs
3.2.4 Improper Teaching in the Classroom
3.3 Summary
4 Communicative Competence in Language Studying
4.1 Communicative Competence
4.2 The Distinction Between Competence and Performance
4.3 The Communicative Approach in ELT
4.4 Some Proposed Ways to Develop_Students' Communicative Competence
4.4.1 Emphasizing the Importance of Grammatical Knowledge in ELT
4.4.2 Syllabus Design Should Focus on Communicative Purpose
4.4.3 The Role of the Teacher
4.4.4 Student—centered Classroom
4.4.5 Designing Communicative Activities in Various Ways
4.5 Summary
5 Culture Teaching in ELT
5.1 Integrating Language with Culture
5.1.1 The Definition of Culture
5.1.2 Language and Culture
5.1.3 Culture and Communication
5.2 The Importance of Culture Teaching in ELT
5.3 Making Students Exposed to Culture Everywhere
5.3.1 Teaching Listening Involving Culture
5.3.2 Teaching Speaking Involving Culture
5.3.3 Teaching Reading Involving Culture
5.3.4 Teaching Writing Involving Culture
5.3.5 Culture Contrast in ELT
5.3.6 Some Other Ways of Developing Students'Cultural Awareness
5.4 Summary
6 Concluding Remarks
Bibliography
1.1 The Present Situation of ELT in China
1.2 Objective
1.3 Significance
1.4 The Organization of the Book
2 The Scope of Pragmatics
2.1 The Definition of Pragmatics
2.2 Discourse Analysis
2.3 Conversational Implicature
3 Types and Causes of the Intercultural Pragmatic Failure
3.1 The Definition of Pragmatic Failure
3.1.1 Speech Acts and Indirect Speech Acts
3.1.2 Types of Intercultural Pragmatic Failure
3.1.3 Pragmalinguistic Failure
3.1.4 Sociopragmatic Failure
3.1.5 Pragmabehavioral Failure
3.2 Causes of Pragmatic Failure
3.2.1 Inappropriate Transference
3.2.2 Different Cultural Connotation
3.2.3 Different Sense of Value， Religious Beliefs and Customs
3.2.4 Improper Teaching in the Classroom
3.3 Summary
4 Communicative Competence in Language Studying
4.1 Communicative Competence
4.2 The Distinction Between Competence and Performance
4.3 The Communicative Approach in ELT
4.4 Some Proposed Ways to Develop_Students' Communicative Competence
4.4.1 Emphasizing the Importance of Grammatical Knowledge in ELT
4.4.2 Syllabus Design Should Focus on Communicative Purpose
4.4.3 The Role of the Teacher
4.4.4 Student—centered Classroom
4.4.5 Designing Communicative Activities in Various Ways
4.5 Summary
5 Culture Teaching in ELT
5.1 Integrating Language with Culture
5.1.1 The Definition of Culture
5.1.2 Language and Culture
5.1.3 Culture and Communication
5.2 The Importance of Culture Teaching in ELT
5.3 Making Students Exposed to Culture Everywhere
5.3.1 Teaching Listening Involving Culture
5.3.2 Teaching Speaking Involving Culture
5.3.3 Teaching Reading Involving Culture
5.3.4 Teaching Writing Involving Culture
5.3.5 Culture Contrast in ELT
5.3.6 Some Other Ways of Developing Students'Cultural Awareness
5.4 Summary
6 Concluding Remarks
Bibliography
