英语母语背景学习者中文书面语语用能力 培养研究
Research on the Cultivation of Chinese Written Language Pragmatic Competence for English Native Speakers
摘要: 英语母语背景学习者在中文书面语语用能力发展过程中，受母语迁移、输入质量、语体意识薄弱及文化图式差异等多重因素交互影响，呈现出独特习得特征。本文在梳理语用能力理论基础上，从语用语言与社交语用两个维度，系统考察学习者在语用迁移、语体转换、语篇衔接与连贯、言语行为实现方式及文化语用规约等方面的主要困难。进一步结合输入假说、注意假说与社会文化理论，提出面向该群体的汉语书面语语用能力培养路径，旨在促进其中文书面表达从“语法正确”向“语用得体”转变。
Abstract: English-speaking learners of Chinese as a second language face unique challenges in developing written pragmatic competence due to the interplay of first-language transfer, quality of target language input, weak stylistic awareness, and cultural schema differences. Based on a review of pragmatic competence theories, this paper systematically examines the major difficulties encountered by English-speaking learners in pragmatic transfer, stylistic shifting, discourse cohesion and coherence, speech act realization, and cultural pragmatic norms from the perspectives of pragmalinguistics and sociopragmatics. Drawing on the Input Hypothesis, Noticing Hypothesis, and Sociocultural Theory, this study proposes targeted instructional pathways to facilitate learners’ transition from “grammatically” correct to “pragmatically appropriate” written Chinese expression.
文章引用：丁珂, 陈宏捷. 英语母语背景学习者中文书面语语用能力 培养研究[J]. 现代语言学, 2026, 14(7): 354-361. https://doi.org/10.12677/ml.2026.147655

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