Analysis On Pragmatic Competence Of College English Learners And Cet

In my four years of college English teaching experience as well as experience from other senior teachers and professors, one problem keeps popping up. The students fail to communicate appropriately and effectively and some of the mistakes in writing seem to be rooted, even unlikely to be overcome simply by repeated correction. I find finally there must be some cause in it, and only if I can find the cause, can I solve the problem.In order to make quantitative analysis on different cohesive devices used in college English writing and the frequency of conjunctions used, a college English learners' corpus (hereinafter referred to as CELC) is designed and built. The texts in CELC are taken randomly from the compositions by college undergraduates, who major in management, electronics, mathematics, civil engineering, social sciences, and accounting. All those compositions are written in class in limited time and on given topics. The size of this corpus is 1000000 words enough for research of this kind according to sample theories.In whatever way can the pragmatic competence objective be achieved in artificial environment? In early 70's, the American radical behaviorist audiolingual style or the directmethod treated language teaching as simple"stimulate-respond" device thus did not bring breakthrough for foreign language teaching. The communicative style advocated by Britain and other European countries equal communicative competence assisted by unsystematic glossary to word-building and structure-forming ability. Although we Chinese college language teachers has become aware that language use is important, most of us still can not get released from the mode centering on grammar and vocabulary explaining. This obsolete mode brings up victims of "dumb English".This dissertation is to choose fruits from pragmatic theories for instructing college English teaching in China, probe into the application of these theories and the enlightenment of education in simple terms, and diverge the attention of college English teachers from simple language teaching to effective communication in artificial language environment, so that the target of developing students competence of language use can be achieved successfully.