导语

  

内容提要

  

    汉语语用知识对第二语言的学习至关重要。在英汉学习词典中提供语用信息对于获取这类知识有促进作用。王安民著的《外向型英汉词典中的语用信息研究(英文版)》对英汉学习词典中的汉语语用信息重新进行了定义，结合《新汉语水平考试大纲》一、二级所要求的词汇，对这些词语及其相关表达的语用意义进行了分析归纳。以此为基础，笔者编纂了一些英汉学习词典样稿，供外国汉语学习者在第一、第二学期使用。两个学期末的两次语用测试表明，在英汉学习词典中提供汉语语用信息对外国汉语学习者增加语用知识及增强语用能力，具有积极的促进作用。
    本书不仅适合词典学领域的师生研读，对语用学、对外汉语教学等领域也有一定参考价值。

    王安民，1977年生，甘肃会宁人，澳大利亚麦考瑞大学语言学博士。现任兰州交通大学副教授，硕士生导师。主要从事双语词典学与翻译学的研究工作。独译或合译作品数部，如《成功跨越学习困难》《确认之风》《巴希叶的故事》等；参编《最新四六级考试词汇一典通》；参译《译文版牛津英汉双解词典》；在《辞书研究》等杂志上发表专业论文十余篇。

前言
Chapter 1 Introduction
  1.1 Mapping the Field of Pragmatics
    1.1.1 Problem solvers
    1.1.2 Border seekers
    1.1.3 Verschueren's theory
    1.1.4 Pragmatic functions and communicative context
  1.2 Approaches to Pragmatics in Dictionaries
    1.2.1 Aspects of pragmatics
    1.2.2 The placement of pragmatic information in a dictionary
    1.2.3 The lexicographical means for presenting pragmatic information
  1.3 Outline of the Book
Chapter 2 Teaching and Learning Chinese Pragmatics in CSL/CFL Contexts
  2.1 Teaching and Learning Chinese Pragmatics in CSL Contexts
  2.2 Teaching and Learning Chinese Pragmatics in CFL Contexts
  2.3 Summary on Teaching and Learning Chinese Pragmatics
Chapter 3 Pragmatic Meaning Relating to the Core Vocabulary for Chinese Learners
  3.1 Frameworks for Analysing Pragmatic Meanings in the Core Chinese Vocabulary
    3.1.1 Functional categorization for Chinese words and constructions conveying pragmatic meanings
    3.1.2 Structural categorization for Chinese words and constructions conveying pragmatic meanings
    3.1.3 Classification of pragmatic meanings in the Chinese core vocabulary
  3.2 Pragmatic Meanings Associated with Speech Acts
    3.2.1 Greetings
    3.2.2 Saying goodbye
    3.2.3 Expressing gratitude and replying to thanks given
    3.2.4 Apologising and replying to others' apology
    3.2.5 Making suggestions
    3.2.6 Making and replying to requests
    3.2.7 Pragmatic meanings associated with the terms for addressing others
    3.2.8 Other specialised speech acts
  3.3 Pragmatic Meanings Associated with Expressing Emphasis, Vagueness, Attitude and Feeling
    3.3.1 Pragmatic meanings associated with expressing emphasis
    3.3.2 Pragmatic meanings associated with expressing vagueness
    3.3.3 Pragmatic meanings associated with expressing personal and interpersonal attitudes
    3.3.4 Pragmatic meanings associated with expressing feelings
  3.4 Pragmatic Meanings Associated with Chinese Politeness
  3.5 Pragmatic Meanings of Five Chinese Particles
  3.6 Pragmatic Meanings Associated with Interactive Discourse Markers—Pragmatic Markers
  3.7 Concluding Remarks to the Chapter
Chapter 4 Pragmatic Information in Four Chinese Textbooks for Beginners
  4.1 Selection Criteria for the Four Textbooks for Chinese Beginners
  4.2 Four Ways of Presenting Chinese Pragmatics in the Four Textbooks
    4.2.1 Translation equivalents (with bracketed explanations)
    4.2.2 Language notes
    4.2.3 Cultural notes
    4.2.4 Grammatical explanations
  4.3 Chinese Pragmatics in the Four Textbooks
    4.3.1 The presentation of pragmatic points
    4.3.2 Pragmatic information on particles
    4.3.3 Pragmatic meaning associated with conversational topics
  4.4 Concluding Remarks to the Chapter
Chapter 5 Pragmatic Information in Six Bilingual Learners' Dictionaries Targeting Chinese Beginners
  5.1 Criteria for Selecting the Six Reference Dictionaries
  5.2 Pragmatic Information in Six Dictionaries
    5.2.1 Pragmatic information in the megastructure
    5.2.2 Pragmatic information in the macrostructure
    5.2.3 Pragmatic information in the microstructure
    5.2.4 Pragmatic information in the mediostructure
  5.3 Concluding Remarks to the Chapter
Chapter 6 Principles for Presenting Pragmatic Information in an Expandable E-C Learners' Dictionary
  6.1 The First-stage Experimental E-C Dictionary
    6.1.1 Pragmatic information in the megastructure: front and back matter
    6.1.2 Pragmatic information in the macrostructure
    6.1.3 Pragmatic information in the microstructure
    6.1.4 Pragmatic information in the mediostructure
  6.2 The Second-stage Experimental E-C Dictionary
    6.2.1 Pragmatic information in the megastructure: front matter and back matter
    6.2.2 Pragmatic information in the macrostructure
    6.2.3 Pragmatic information in the microstructure
    6.2.4 Pragmatic information in the mediostructure
  6.3 Concluding Remarks to the Chapter
Chapter 7 The First Pragmatics Test
  7.1 Participants' Overall Performance on the First Pragmatics Test
  7.2 Participants' Motivations for Learning Chinese
    7.2.1 The analysis and grouping of 38 participants' motivations
    7.2.2 The correlation between participants' motivations and their average performance on the test
  7.3 Accuracy Rates of Answers to Each Test Question on the First Pragmatics Test
    7.3.1 High-scoring questions: questions 3, 5 and 8
    7.3.2 Medium-scoring questions: questions 1, 4 and 6
    7.3.3 Low-scoring questions: questions 2, 7, 9 and 10
  7.4 Lexicographical Vehicles for Presenting Pragmatic Information and Participants' Performance
    7.4.1 The number of lexicographical means
    7.4.2 The particular lexicographical means used
  7.5 Accessibility of the Pragmatic Information
    7.5.1 Macro-accessibility
    7.5.2 Micro-accessibility
    7.5.3 Alignment of accessibility with the participants' performance in the first pragmatics test
  7.6 Concluding Remarks to the Chapter
Chapter 8 The Second Pragmatics Test
  8.1 Structure of the Second Pragmatics Test: Repeated Questions and the New Set
  8.2 Participants' Performance on the Five Repeated Questions and Their Overall Performance on the Second Pragmatics Test
  8.3 Accuracy Rates of Answers to Each Question in the Second Pragmatics Test
    8.3.1 High-scoring questions: questions 2, 3, 5, 6, 8 and 10
    8.3.2 Medium-scoring question: question 9
    8.3.3 Low-scoring questions: questions 1, 4 and 7
  8.4 Lexicographical Vehicles for Presenting Pragmatic Information and Participants' Performance
    8.4.1 The number of lexicographical means
    8.4.2 The particular lexicographical means used
  8.5 Accessibility of the Pragmatic Information
    8.5.1 Macro-accessibility
    8.5.2 Micro-accessibility
    8.5.3 Alignment of accessibility with the participants' performance in the first pragmatics test
  8.6 Participants' Frequency of Using the Second-stage Experimental E-C Dictionary
  8.7 Participants' Feedback on the Presentation of Pragmatic Information in the E-C dictionary
    8.7.1 Participants' suggestions for improving dictionary structure
    8.7.2 Participants' suggestions for improving dictionary contents
  8.8 The Learning Profile of the 13 Participants as Reflected in the Two Pragmatics Tests
  8.9 Concluding Remarks to the Chapter
Chapter 9 Concluding Remarks
  References
  Appendixes
  Appendix 1 Pragmatic Meaning Relating to 120 Chinese Words and Associated Linguistic Structures
  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)
  Appendix 3 Inclusion of 120 Pragmatic Points in Six Dictionaries
  Appendix 4 Pragmatic Meanings Relating to Chinese Words Beyond the 300 Words Required of New HSK Test-takers and Their Associated Linguistic Structures
后记