Abstract

In today's society, English plays a more and more important role in our social life. language is a communicative tool, and the cultivation of pragmatic competence is particularly important in foreign language teaching. At present, English teaching is an important way to cultivate the students' English pragmatic competence in our country, and teachers should make full use of the English classroom to cultivate students’ pragmatic competence. This thesis discusses what pragmatic competence and pragmatic failure are, analyzes the research on pragmatic competence and foreign language teaching at home and abroad. Based on these theories, the thesis uses questionnaire, classroom observation and interview to solve the following three questions: First, The general state of the senior middle school students’ pragmatic competence. Second, The reasons of senior middle school students’ pragmatic failure. Third, teachers’ existing problems on cultivating students’ pragmatic competence Based on the analysis of the reasons of pragmatic failure and teachers’ problems, The author want to provide help for teachers to cultivate students’ pragmatic competence, also some suggestions for students to self-cultivate their pragmatic competence

Key Words: Senior Middle Students; Pragmatic Competence; Pragmatic Failure; Cultivation

Contents

Abstract

摘要

1  Introduction-1

1.1 Research Background-1

1.2 Research purpose and significance-2

1.3 Structure of the Dissertation-2

2  Literature review-4

2.1 Pragmatic Competence-4

2.1.1 The definition of pragmatic competence-4

2.1.2 Pragmatic competence and English classroom teaching-5

2.2 Pragmatic failure-6

2.2.1 The definition of pragmatic failure-6

2.2.2 The classification of pragmatic failure-6

3  Methodology-8

3.1 Research questions-8

3.2 Participants-8

3.3 Research methods-9

4  Findings and discussions-11

4.1 Senior middle school students’ general state of pragmatic competence-11

4.2 The reasons of senior middle school students’ pragmatic failure-12

4.2.1 Analysis of the interview for students-12

4.2.2 Analysis of the interview for teachers-14

4.3 Teachers’ existing problems on cultivating students’ pragmatic competence.-15

4.4 Cultivate students’ pragmatic competence from different aspects-16

4.4.1 Cultivate students’ pragmatic competence in pronunciation teaching-16

4.4.2 Cultivate students’ pragmatic competence in vocabulary teaching-17

4.4.3 Cultivate students’ pragmatic competence in reading teaching-17

4.4.4 Cultivate students’ pragmatic competence in grammar teaching-18

4.4.5 Cultivate students’ pragmatic competence in speaking teaching-18

5  Conclusion-19

5.1 Suggestions-19

5.1.1 Suggestions for students to self-cultivate their pragmatic competence-19

5.1.2 Suggestions for teachers to cultivate tudents’ pragmatic competence-20

5.2 Limitations-23

Appendix-24

Appendix Ⅰ-24

Appendix Ⅱ-27

Bibliography-29

Acknowledgments-31