A Study On Teaching Strategies Of Improving English Pragmatic Competence For Non-English Majors

Based on the implementation of the fundamental task of cultivating morality and talents and meeting the training needs of diversified high-quality talents,in September 2014,China promulgated The Implementation Opinions on Deepening the Reform of Examination and Enrollment System,which proposed to strengthen the construction of foreign language ability evaluation system and formulate the national rating standards of foreign language ability so as to provide different levels of foreign language ability standards for foreign language teaching and evaluation in China to comprehensively improve English learners’ appropriate communicative competence.Since the end of 20 century,the language competence standards have included the description of pragmatic competence,which has embodied a change that the focus of foreign language training has shifted from the cultivation of language skills to the cultivation of pragmatic competence.As an essential part of language competence,pragmatic competence has attracted more attention.China’s Standards of English Language Ability published in 2018 describes the requirements of pragmatic competence,which provide the teaching contents and standards for cultivating appropriate communicative pragmatic competence,and also put forward the research topics of how to teach and how to measure.The research on pragmatic competence in China started late and has been focusing on English majors so that the research on cultivating English pragmatic competence of non-English majors has been in a weak position and needs to be improved in the future.In response to the research topic on the evaluation system reform of foreign language ability put forward by the State Council,with the title of With the title of A Study on Teaching Strategies of Improving English Pragmatic Competence for Non-English Majors,this study adopted the idea of mixed research design,and took non-English majors of S University as the case study object to carry out theoretical and experimental research on teaching strategies for the cultivation of pragmatic competence.This study aims to analyze the problems and reasons of College English pragmatic teaching strategies in S university through the combination of qualitative and quantitative methods,make a beneficial exploration on College English pragmatic teaching strategies theoretically and practically to achieve innovation in terms of research paradigms and methods as well as measurement dimensions and tools.In the study of the current situation of pragmatic teaching strategies,682 non-English major college students were randomly selected and investigated to show the existing problems of College English teaching strategies;15 English teachers were interviewed to explore the causes of problems in pragmatic teaching strategies;16 teaching videos were observed to describe the practical state of using pragmatic teaching strategies.In the research on the theoretical research of pragmatic teaching strategies,the expert consultation method and the literature method were adopted to determine the principles of the theoretical research of College English pragmatic teaching strategies to study the classification,selection &implementation process and evaluation principles.In the experimental study of pragmatic teaching strategies,with pragmatic teaching strategies as the experimental independent and pragmatic competence as the dependent variable,the 18-week pre-post test quasi experimental research of unequal groups was carried out in the experimental class(Class Product 1901-03)and the control class(Class Animation 1901-02),using the methods of measurement,investigation,interview,classroom observation,and textual analysis method to collect the quantitative and qualitative data of the implementation effect of pragmatic teaching strategies,and statistical analysis on the data was made through SPSS25 software and NVIVO12 software so as to draw the practical conclusion of pragmatic teaching strategies.Based on the investigation of the existing problems in pragmatic teaching strategies in the case university as well as the theoretical research of pragmatic teaching strategies and the experimental research of pragmatic teaching strategies,the conclusions are as the following.Firstly,influenced by orientation of the written CET 4,the pragmatic teaching objectives,contents and evaluation of College English have been weakened in S University.Secondly,pragmatic teaching strategies and their teaching effects have been limited by the traditional view of language teaching.Thirdly,pragmatic goals and competence have a strong leading role in the design of pragmatic teaching strategies.Fourthly,pragmatic teaching strategies can significantly improve the pragmatic competence of non-English majors.Fifthly,the level of pragmatic understanding is slightly lower than that of pragmatic expression.Sixthly,productive and combination pragmatic teaching strategies have a great impact on the cultivation of pragmatic competence.Seventhly,pragmatic teaching strategies have no significant correlation between the improvement of pragmatic competence and language level.Based on the conclusions and findings of pragmatic teaching strategies,the following suggestions are put forward.Firstly,in terms of reform consciousness,we should change the consciousness of talent training through pragmatic teaching strategies.Secondly,in terms of teaching concept,we should adhere to the concept of pragmatic orientation and strengthen the cultivation of pragmatic competence.Thirdly,in terms of teaching mode,the output oriented mode is adopted to highlight the integration of pragmatic strategies.Fourthly,in terms of strategic goal orientation,we should strengthen the unit design of strategies and emphasize the pragmatic goal.Fifthly,in terms of strategic content orientation,we should highlight the analysis of contextual clues to improve the ability of pragmatic reasoning.Sixthly,in terms of strategic media selection,we should rely on multiple online media to expand the space for strategic implementation.Seventhly,in terms of strategy evaluation orientation,we should carry out multiple pragmatic evaluation to play a strategy oriented role.Eightly,in terms of achieving the effect of strategies,we should promote the all-round development of students with the help of the improvement of pragmatic competence.Based on the above conclusions and reflection on the shortcomings in the research process,the research prospects are as follows: in terms of experimental subjects,it may be expanded to take college students majoring in science as the experimental subjects to broaden the research scope;in terms of the dependent variable,it may be extended to understanding and expressing authors’ communicative intention as the dependent variable to carry out the research in the future to deepen the research.