An Analytical Study of the Application of Indirect Speech Acts Theory for Teaching English Listening in Senior High School文献综述

 2022-08-29 11:08:06

Abstract

Listening is an important skill for language interactions; and it is also an indispensable medium for inputting in learning foreign languages. However, it is not easy to achieve the adequate understanding of speakerrsquo;s intentions. Those are indirect speech acts, which focus on the illocutionary forces of utterances. Listening comprehension teaching is often neglected in traditional high school English teaching and students usually feel difficult in inferring the intended meaning of indirect speech in listening. Therefore, the analytical study of the application of indirect speech acts theory for teaching English listening in senior high school is necessary and instructively meaningful. This paper attempts to study the indirect speech acts theory and listening comprehension systematically and think that the indirect speech act theory can be applied to listening comprehension to help the learners interpret the speakerrsquo;s intended meaning. Finally, by analyzing some related data, the paper concludes and gives some suggestions on how to apply the indirect speech acts theory to English listening comprehension teaching in order to help the learners improve their listening comprehension ability and the level of English listening teaching.

Keywords: indirect speech acts theory; English listening comprehension; senior high school listening teaching

摘 要

听是语言交流的一个重要技能,也是学习外语过程中不可或缺的媒介。然而,想要实现充分理解说话者的意思并不容易。这就涉及到间接言语行为，其重点为关注话语的言外之意。在传统的中学英语教学中，听力教学环节经常被忽视，学生对于在听力理解中推断说话者的隐含意义也感到困难。因此，开展针对间接言语行为理论在中学英语听力教学中的应用的实证性研究是有必要的，而且是有指导性意义的。本文通过学习借鉴之前相关研究成果，采用系统的分析研究方法来研究间接言语行为理论和听力理解，并借鉴实证研究的方式将间接言语行为理论应用于中学英语听力的教学中，以此来证实间接言语行为理论应用于中学英语听力理解教学实践的可行性，最后，本文分析相关研究数据并得出一些关于如何运用该理论到课堂中来帮助提高中学生的听力理解能力和英语听力教学水平的结论和建议。

关键词：间接言语行为理论；英语听力理解；高中听力教学

一、文献综述

Listening is an important language skill and a vital measure of onersquo;s comprehensive language ability in human communication as we all know. It ranges the first priority among “speaking, reading, writing and listening.” The importance as it holds, the study of listening undoubtedly shares peoplersquo;s concern in the process of language research. Through years of research, linguists find that the final goal for language teaching is to cultivate peoplersquo;s communication capability, and the first step for that is to understand what the speaker utters. That is where listening counts.

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