Contents 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 communicative 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 8.1 Structure of the Second Pragmatics Test: Repeated Questions and the New Set 142 8.2 Participants’ Performance on the Five Repeated Questions and Their Overall Performance on the Second Pragmatics Test 144 8.3 Accuracy Rates of Answers to Each Question in the Second Pragmatics Test 146 8.3.1 High-scoring questions: questions 2, 3, 5, 6, 8 and 10 148 8.3.2 Medium-scoring question: question 9 152 8.3.3 Low-scoring questions: questions 1, 4 and 7 154 8.4 Lexicographical Vehicles for Presenting Pragmatic Information and Participants’ Performance 157 8.4.1 The number of lexicographical means 158 8.4.2 The particular lexicographical means used 159 8.5 Accessibility of the Pragmatic Information 160 8.5.1 Macro-accessibility 160 8.5.2 Micro-accessibility 162 8.5.3 Alignment of accessibility with the participants’ performance in the first pragmatics test 164 8.6 Participants’ Frequency of Using the Second-stage Experimental E-C Dictionary 166 8.7 Participants’ Feedback on the Presentation of Pragmatic Information in the E-C dictionary 168 8.7.1 Participants’ suggestions for improving dictionary structure 168 8.7.2 Participants’ suggestions for improving dictionary contents 170 8.8 The Learning Profile of the 13 Participants as Reflected in the Two Pragmatics Tests 171 8.9 Concluding Remarks to the Chapter 175 Chapter 9 Concluding Remarks 177 References 179 Appendixes 199 Appendix 1 Pragmatic Meaning Relating to 120 Chinese Words and Associated Linguistic Structures 199 Appendix 2 HSK Level 1 and Level 2 Lexical Syllabus: 300 Chinese Words (Including 150 Above) (In the Order of the Pinyin of Each Word) 204 Appendix 3 Inclusion of 120 Pragmatic Points in Six Dictionaries 205 Appendix 4 Pragmatic Meanings Relating to Chinese Words Beyond the 300 Words Required of New HSK Test-takers and Their Associated Linguistic Structures 211 后记 215
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