An Application Of Pragmatics In Middle School Fiction Teaching

The present fiction teaching in middle school is always carried out around the plot, character and background, and statically analyzes"what does the fiction talk about". This is an inefficient teaching method. This thesis holds the idea that fiction teaching should analyze"what does the fiction talk about"based on knowing the language words and"how does the fiction express". The pragmatics can provide the theoretical foundation on how to analyze fiction language.it can guide fiction teaching in middle school better.To prove this point, the whole thesis mainly used literature methodology and cases analysis methods to study the pragmatic theory and present state of fiction teaching in middle school, and to explore their common points, and to study how pragmatics effectively instruct fiction teaching in middle school.Chapter one introduce the research questions, important points, methods, etc. Through the methods of literature methodology and observation, chapter two analyzes the relationship between pragmatics and fiction teaching, and then, discourses the practicability and possibility of pragmatics theory used in fiction teaching in middle school.Chapter three tries to understand fiction, to analyze fiction based on"how does fiction express"and to deepen the fiction teaching by implementing cooperation principle, verbal behavior and discourse structure of pragmatics. Chapter four discusses the correlative questions of fiction teaching in middle school from the pragmatics perspective and expounds the philosophy, strategy and methodology of fiction teaching.Chapter five used cases analysis method to analyze many teachers'teaching cases of the fiction"The New Year Sacrifice"and"The Lady Dowager Sends for Her Motherless Grand-Daughter". This study tries to fill up the deficiency of traditional instruction by absorbing the merits of other teachers'teaching cases together with designing the instruction from pragmatic perspective. This thesis aims to prove the feasibility and validity of practicing pragmatics in fiction teaching in middle school according to two fiction instructional designs from pragmatics.