內容簡介

漢語語用知識對第二語言的學習至關重要。在英漢學習詞典中提供語用資訊對於獲取這類知識有促進作用。

《外向型英漢詞典中的語用資訊研究》對英漢學習詞典中的漢語語用資訊重新進行了定義，結合《新漢語水準考試大綱》一、二級所要求的詞彙，對這些詞語及其相關表達的語用意義進行了分析歸納。

以此為基礎，筆者編纂了一些英漢學習詞典樣稿，供外國漢語學習者在第一、第二學期使用。兩個學期末的兩次語用測試表明，在英漢學習詞典中提供漢語語用資訊對外國漢語學習者增加語用知識及增強語用能力，具有積極的促進作用。

作者介紹

王安民，1977年生，甘肅會寧人，澳大利亞麥考瑞大學語言學博士。現任蘭州交通大學副教授，碩士生導師。主要從事雙語詞典學與翻譯學的研究工作。獨譯或合譯作品數部，如《成功跨越學習困難》《確認之風》《巴希葉的故事》等；參編《最新四六級考試詞彙一典通》；參譯《譯文版牛津英漢雙解詞典》；在《辭書研究》等雜誌上發表專業論文十餘篇。

前言
Chapter 1 Introduction 1
1.1 Mapping the Field of Pragmatics 2
1.1.1 Problem solvers 2
1.1.2 Border seekers 6
1.1.3 Verschueren’s theory 7
1.1.4 Pragmatic functions and municative context 8
1.2 Approaches to Pragmatics in Dictionaries 10
1.2.1 Aspects of pragmatics 10
1.2.2 The placement of pragmatic information in a dictionary 11
1.2.3 The lexicographical means for presenting pragmatic information 12
1.3 Outline of the Book 12
Chapter 2 Teaching and Learning Chinese Pragmatics in CSL／CFL Contexts 14
2.1 Teaching and Learning Chinese Pragmatics in CSL Contexts 15
2.2 Teaching and Learning Chinese Pragmatics in CFL Contexts 16
2.3 Summary on Teaching and Learning Chinese Pragmatics 18
Chapter 3 Pragmatic Meaning Relating to the Core Vocabulary for Chinese Learners 19
3.1 Frameworks for Analysing Pragmatic Meanings in the Core Chinese Vocabulary 20
3.1.1 Functional categorization for Chinese words and constructions conveying pragmatic meanings 20
3.1.2 Structural categorization for Chinese words and constructions conveying pragmatic meanings 21
3.1.3 Classification of pragmatic meanings in the Chinese core vocabulary 22
3.2 Pragmatic Meanings Associated with Speech Acts 23
3.2.1 Greetings 23
3.2.2 Saying goodbye 25
3.2.3 Expressing gratitude and replying to thanks given 26
3.2.4 Apologising and replying to others’ apology 26
3.2.5 Making suggestions 27
3.2.6 Making and replying to requests 27
3.2.7 Pragmatic meanings associated with the terms for addressing others 28
3.2.8 Other specialised speech acts 31
3.3 Pragmatic Meanings Associated with Expressing Emphasis， Vagueness， Attitude and Feeling 32
3.3.1 Pragmatic meanings associated with expressing emphasis 32
3.3.2 Pragmatic meanings associated with expressing vagueness 32
3.3.3 Pragmatic meanings associated with expressing personal and interpersonal attitudes 33
3.3.4 Pragmatic meanings associated with expressing feelings 34
3.4 Pragmatic Meanings Associated with Chinese Politeness 35
3.5 Pragmatic Meanings of Five Chinese Particles 37
3.6 Pragmatic Meanings Associated with Interactive Discourse Markers—Pragmatic Markers 38
3.7 Concluding Remarks to the Chapter 41
Chapter 4 Pragmatic Information in Four Chinese Textbooks for Beginners 42
4.1 Selection Criteria for the Four Textbooks for Chinese Beginners 42
4.2 Four Ways of Presenting Chinese Pragmatics in the Four Textbooks 45
4.2.1 Translation equivalents （with bracketed explanations） 46
4.2.2 Language notes 48
4.2.3 Cultural notes 50
4.2.4 Grammatical explanations 52
4.3 Chinese Pragmatics in the Four Textbooks 53
4.3.1 The presentation of pragmatic points 53
4.3.2 Pragmatic information on particles 62
4.3.3 Pragmatic meaning associated with conversational topics 64
4.4 Concluding Remarks to the Chapter 65
Chapter 5 Pragmatic Information in Six Bilingual Learners’ Dictionaries Targeting Chinese Beginners 67
5.1 Criteria for Selecting the Six Reference Dictionaries 67
5.2 Pragmatic Information in Six Dictionaries 69
5.2.1 Pragmatic information in the megastructure 70
5.2.2 Pragmatic information in the macrostructure 73
5.2.3 Pragmatic information in the microstructure 74
5.2.4 Pragmatic information in the mediostructure 77
5.3 Concluding Remarks to the Chapter 79
Chapter 6 Principles for Presenting Pragmatic Information in an Expandable E—C Learners’ Dictionary 81
6.1 The First—stage Experimental E—C Dictionary 83
6.1.1 Pragmatic information in the megastructure： front and back matter 86
6.1.2 Pragmatic information in the macrostructure 89
6.1.3 Pragmatic information in the microstructure 90
6.1.4 Pragmatic information in the mediostructure 100
6.2 The Second—stage Experimental E—C Dictionary 102
6.2.1 Pragmatic information in the megastructure： front matter and back matter 105
6.2.2 Pragmatic information in the macrostructure 106
6.2.3 Pragmatic information in the microstructure 106
6.2.4 Pragmatic information in the mediostructure 110
6.3 Concluding Remarks to the Chapter 111
Chapter 7 The First Pragmatics Test 112
7.1 Participants’ Overall Performance on the First Pragmatics Test 112
7.2 Participants’ Motivations for Learning Chinese 113
7.2.1 The analysis and grouping of 38 participants’ motivations 114
7.2.2 The correlation between participants’ motivations and their average performance on the test 116
7.3 Accuracy Rates of Answers to Each Test Question on the First Pragmatics Test 118
7.3.1 High—scoring questions： questions 3， 5 and 8 119
7.3.2 Medium—scoring questions： questions 1， 4 and 6 122
7.3.3 Low—scoring questions： questions 2， 7， 9 and 10 125
7.4 Lexicographical Vehicles for Presenting Pragmatic Information and Participants’ Performance 129
7.4.1 The number of lexicographical means 130
7.4.2 The particular lexicographical means used 131
7.5 Accessibility of the Pragmatic Information 132
7.5.1 Macro—accessibility 133
7.5.2 Micro—accessibility 135
7.5.3 Alignment of accessibility with the participants’performance in the first pragmatics test 138
7.6 Concluding Remarks to the Chapter 140
……
Chapter 8 The Second Pragmatics Test 142
Chapter 9 Concluding Remarks 177
References 179
Appendixes 199
後記 215

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