EFL Learners' Pragmatic Awareness: An Analysis of Four-university Students in Taiwan

第二語言學習者的語用敏感度：以台灣四所大學之研究分析為例

李維德(Wei-Teh Lee)

《中華技術學院學報》 40期 (2009/06) Pp. 629-652

https://doi.org/10.7095/JCIT.200906.0629

摘要

本研究主要是描述在以英語為外語的教學環境中，台灣的大學生如何表現他們對於語用學的敏感度。許多研究顯示在以英語為外語的教學環境中，學習者傾向較能夠培養出好的文法能力，而認為文法錯誤遠比語意錯誤要來的重要。然而語意敏感度在以英語為外語的教學環境中是長久以來被忽略的一環；在這一方面的文獻探討也不多見。因此本研究的主要目的是探討一群學習者在以英語為外語的教學環境中對於語意敏感度是否具有不同程度的顯著差異；更進一步探討學習者對於語意敏感度是否與學習動機與學習策略有顯著關係。有來自於四所大學的172名學生參與此研究。資料收集共來自三份問卷並針對二大研究問題提出探討：〈一〉不同科系的大學生對於語用的敏感度是否表現出顯著差異？〈二〉台灣大學生語用的敏感度與學習動機與學習策略是否有顯著關係？希望本研究之結果對於以英語為外語的教學環境能提出有效之語用學教學的建議與看法。

關鍵字

英語為外語的學習環境 ； 語用敏感度 ； 文法能力 ； 學習動機 ； 學習策略

並列摘要

This study presents a picture of how Taiwanese university students perceive their pragmatic awareness in English as a foreign language (EFL) environment. Many previous studies have shown that EFL learners tend to develop a solid grammatical competence and perceive grammatical errors as more serious than pragmatic ones. However, pragmatic awareness has long been ignored in EFL teaching and the numbers of studies that explore EFL learners' pragmatic awareness have been few. Therefore, this study aimed to investigate if there were significant differences in the perception of how pragmatic awareness is perceived by EFL learners and further analyze if there were significant correlations with motivation and learning strategies to EFL learners' pragmatic awareness. A total of 172 students coming from four different universities participated in this study. The data from a pragmatic and grammatical judgment task and two sets of written questionnaires addressed the following two research questions: (1) Do different Taiwanese EFL university students' academic majors deliver the same degree of pragmatic awareness? (2) Does Taiwanese EFL university students' pragmatic awareness have significant correlations with their motivation and learning strategies? The results of this study hope to provide useful insights and suggestions for EFL teachers in their pragmatics instructions.

並列關鍵字

EFL environment ； pragmatic awareness ； grammatical competence ； motivation ； learning strategies