| English is a widely used language.Learning English not only needs a good command of pronunciation,grammar and vocabulary,but requires the development of learners’ pragmatic competence,the competence to understand and use English correctly.Based on conversational implicature theory,this thesis adopts quantitative and qualitative research methods,aiming at investigating the current situation of the comprehension of conversational implicature in senior high schools.This empirical study chose two classes(key class and non-key class)in Grade 2 in Fuzhou Hua Qiao Middle School as the subjects.Questionnaires and conversational implicature tests are adopted to collect the statistics which are later analyzed by SPSS 16.0,APMS and Excel.The present study has come to the following findings.First,the students’ pragmatic awareness and learning motivation are relatively low,while approaches to the pragmatic materials are becoming more and more diversified.Second,teachers do not fully understand the implicature theory,and are largely lack of pragmatic teaching awareness.Third,there is no significant difference between key class and non-key class in pragmatic competence.Fourth,the types of implicature(indirect refusal and indirect criticism)do not affect the accuracy and response time,but the response time of the non-key group on indirect criticism is a little longer than that of the key class.What’s more,there is no significant correlation between accuracy and response time.Through the empirical study of the comprehension of conversational implicature,the author considers that some measures could be taken to improve the students’ ability to comprehend the conversational implicature.First,the teachers’ pragmatic teaching awareness should be improved.Second,more authentic teaching materials should be provided.More proper English learning goals should be set up.Third,English spoken competitions or English song competitions could be held as extracurricular activities. |
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