The Research Of Cultivating Foreign Students Chinese Refusal Pragmatic Competence

The fundamental purpose of this study is to test the teachability of pragmatic competence. Adopting quasi-experimental method, combining qualitative research and quantitative research, the students of the middle class from Anhui university institute of international education is the research object. Chinese refusal pragmatic competence of the students is used the implementation of explicit and implicit pragmatic teaching. Explicit pragmatic teaching is made of four stages, such as summarizing the pragmatic rules, provide the true context, provide communication activities and provide corrective feedback. Implicit pragmatic teaching is to let the students found in conscious guide rules, students first contact with various examples, then the teacher ask questions to guide students to discover and state rules, finally students carry on the communication activities. Explicit and implicit pragmatic teaching time is two classes, a total of 80 minutes. The content of the two experimental teaching are different, but the difficulty is same. Through questionnaire test, usage of language students refused to pretest, measurement and subsequent measurement, finally use SPSS statistical software to analyze test results in the experiment. At the same time, use role-playing and interviews to verify the quantitative results. Whole recording process of role playing, and then the results are the transcription, form a written record. Interview is primarily to test the questionnaire test and the result of the role play and participants for the evaluation of teaching effect.The experimental results show that through the classroom teaching, students can learn the proper Chinese refusal and pragmatic competence is teachable namely; Both teaching method can be used in the teaching of pragmatic competence, only there are differences between the teaching effect, the explicit pragmatic teaching effect in the short term is better than implicit pragmatic teaching effect; At the same time, through the system of classroom teaching, the refusal express memory of students can maintain after two months. In this paper, the research will provide some valuable reference and advice in classroom teaching, in pragmatic teaching, teachers can try to use explicit method of teaching, improve teaching efficiency, teachers can explain the pragmatic rules, students specific cognitive pragmatic rules, after discussion, through teacher and peer feedback, students will get more ideal teaching effects. Teachers in the classroom should be centered on students, cultivate their interest in learning; teachers should pay attention to the practicality and appropriateness of language, train the students to improve their communicative ability. At the same time teachers should pay attention to cultural role, guide the students to understand Chinese people refusal art.