该【中国高中英语学习者语言水平和语用能力的相关性——基于请求言语行为的实施 】是由【wz_198613】上传分享，文档一共【2】页，该文档可以免费在线阅读，需要了解更多关于【中国高中英语学习者语言水平和语用能力的相关性——基于请求言语行为的实施 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。中和语用能力的相关性——基于请求言语行为的实施 Introduction: Language proficiency and pragmatics are two essential elements in language learning. The proficiency level of a language determines a learner's ability to use the language accurately and fluently, while pragmatics refers to the ability to use and understand language in specific contexts accurately. In this paper, we examine the correlation between language proficiency and pragmatic ability among high school students in China, focusing on the implementation of the request act. Methodology: The study involved 50 Chinese high school students with different levels of English proficiency. A Discourse Completion Test (DCT) was used to collect data on students' pragmatic ability in requesting. The DCT includes different situations where requests are made, such as asking for permission or asking for help. The data gathered from the DCT were analyzed using a coding scheme based on Brown and Levinson's (1987) Politeness Theory. The proficiency level of the students was determined by their performance in a standardized English test. Results: The results of the study indicated that there is a significant correlation between language proficiency and pragmatic ability in implementing the request act. Students with higher proficiency levels tend to use more polite language in their requests than those with lower proficiency levels. Moreover, students with higher proficiency levels were found to be more successful in using the appropriate strategies for making requests, such as using indirect language and providing reasons for their requests. Discussion: The findings of this study suggest that language proficiency is positively related to pragmatic ability, specifically, the ability to implement the request act accurately and appropriately. Students with higher levels of English proficiency are more successful in using polite language and requesting strategies that take into account the social context of the request. This finding has important implications for language teaching, as it highlights the importance of teaching pragmatics in addition to language proficiency. Conclusion: In conclusion, this study provides evidence of the correlation between language proficiency and pragmatic ability. The findings suggest that students' proficiency level influences their ability to implement the request act appropriately. Therefore, it is essential to teach pragmatics explicitly in language classrooms, in addition to teaching language proficiency, to enable learners to use English more appropriately and effectively in various social contexts.
