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1、外語(yǔ)教學(xué)的主要目的在于培養(yǎng)學(xué)生的交際能力,而語(yǔ)用能力則是交際能力的重要組成部分。長(zhǎng)期以來(lái),我國(guó)的外語(yǔ)教學(xué)將重心放在語(yǔ)言形式和結(jié)構(gòu)上,忽略了培養(yǎng)學(xué)生實(shí)際運(yùn)用外語(yǔ)的能力。近些年,國(guó)內(nèi)許多語(yǔ)言研究者及英語(yǔ)教師已認(rèn)識(shí)到這一弊端,并開(kāi)始關(guān)注中國(guó)學(xué)生英語(yǔ)語(yǔ)用能力的現(xiàn)狀和發(fā)展。有學(xué)者通過(guò)對(duì)比研究發(fā)現(xiàn)學(xué)生的語(yǔ)用能力并未隨其語(yǔ)言水平的提高而增強(qiáng)。然而,這些研究普遍將大學(xué)英語(yǔ)專業(yè)學(xué)生或非英語(yǔ)專業(yè)本科生作為其考察對(duì)象,少有人關(guān)注高職院校學(xué)生的語(yǔ)用能力;此外,
2、這些研究多以學(xué)生所在年級(jí)而非通過(guò)統(tǒng)一的水平測(cè)試來(lái)判斷其語(yǔ)言水平。
鑒于以上幾點(diǎn),本研究以浙江旅游學(xué)院兩個(gè)平行班及兩個(gè)自然班的一年級(jí)學(xué)生作為考察對(duì)象,以選擇型話語(yǔ)填充測(cè)試和大學(xué)英語(yǔ)三級(jí)考試作為研究工具衡量其語(yǔ)用能力及語(yǔ)言水平,描述高職一年級(jí)學(xué)生的語(yǔ)用能力現(xiàn)狀,探究學(xué)生語(yǔ)言水平及其語(yǔ)用能力之間的關(guān)系。研究結(jié)果表明,總體而言,高職一年級(jí)學(xué)生的語(yǔ)用能力亟待提高,四個(gè)班的語(yǔ)用水平參差不齊;語(yǔ)言水平相近的兩個(gè)平行班學(xué)生,其語(yǔ)用能力也在
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