交际策略研究及应用

《交际策略研究及应用》利用三种不同交际环境下的策略使用状况数据对模型中的各项交际策略进行了定义、举例和分析；探讨了学习者的个人因素与交际策略使用情况的关系；探索了结果型与过程型交际策略模型相结合的可能性。

王同顺，教授，博士生导师。毕业于上海外国语大学，先后在英国伯明翰大学和美国旧金山州立大学访学。曾任上海交大外国语学院院长，获得上海市高校优秀青年教师称号，国家级优秀教学成果奖二等奖，上海市优秀教学成果奖一等奖，教育部优秀教材一等奖。 从事应用语言学研究，主要方向为二语习得、大纲设计等，并长期从事教材编写，近十年出版《多维英语——探索》、《多维英语——熟谙》、《新视角研究生英语读说写》等教材30余本；发表论文20余篇。

Chapter1 Introduction
1.1 Purpose for the current study
1.2 Organization of the book

Chapter 2 Theoretical Background of Communication Strategies
2.1 Introduction
2.2 The historical outline of CSs
2.3 Comparison of related concepts
2.4 Definitions and taxonomies of CSs
2.5 A review of some empirical studies on CSs
2.6 Summary

Chapter 3 A Quantitative Study on the Taxonomy of Communication Strategies
3.1 Introduction
3.2 Research hypotheses
3.3 Method
3.4 Results
3.5 Discussion
3.6 Conclusion

Chapter 4 A Qualitative Study on Communication Strategles
4.1 Introduction
4.2 Method
4.3 Results and discussion
4.4 Summary

Chapter 5 Analyses of the Influence of Personality,Cognitive Style and Oral English Proficiency on the Use of CSs
5.1 Introduction
5.2 Research hypotheses
5.3 Method
5.4 Results
5.5 Discussion
5.6 Summary

Chapter6 Conclusion
6.1 Major findings in this study
6.2 Implications
6.3 Future research
6.4 Summary
Appendix 1 Questionnaire (Chinese version)
Appendix 2 Explanation of the personality and the cognitive style questionnaire
References

interlanguage systems. Accordingly, the former are used whencommunication is not smooth because of an impasse in the minds ofboth the speaker and the listener while the latter play no role incommunication. LSs are defined as the special thoughts or behaviorsthat individuals use to help them comprehend, learn, or retain newinformation and they consist of metacognitive, cognitive and socialstrategies （O'Malley & Chamot, 1990）. However, there seems to belittle mention of metacognitive element in the definitions of CSs. Onlyin Bachman's （1990） definition is strategic competence conceived as aset of metacognitive components including goal-setting, assessmentand planning, which partly coincides with O Malley and Chamots（1990） ideas about LSs. CSs in oral English production have to bedifferentiated from LSs for oral English as well. The former are themethods that speakers use in their utterance in order to achievemutual understanding or to solve some problems in communicationwhereas the latter are a set of techniques learners employ when theyare learning how to speak （Huang & Naerssen, 1987）.