Intercultural Pragmatic Failure And High School English Culture Teaching, Research,

As everyone knows, with the rapid development of technology and society, and China's entry into WTO, the globalization becomes the main-stream of world development. In this global village, the contact between peoples of different cultures becomes more and more frequent. Various language skills are necessary means of communication. Certain language cultural knowledge and social background knowledge can surely be indispensable factor in communication. In intercultural communication, cultural interference is inevitable as long as there are cultural differences, which will eventually result in pragmatic failures. More and more people pay attention to the pragmatic failures in cross-cultural communication. Research on pragmatic failures in cross-cultural communication is of great value and significance to people' communication and English teaching.In this paper, the author tries to find out the reasons of pragmatic failures in cross-cultural communication. The reason why the author does this is that the communicator can fully understand the problem and find ways to solve it in the process of communicating. By doing this, the communicator can combine the theory with the practice, which promotes cross-cultural communication smoothly.In order to achieve the purpose of the research, the author does questionnaire surveys, which show the current situation of high school students of pragmatic failures in cross-cultural communication. He analyses the roots of pragmatic failures which can be the reference of culture teaching which can be a way of avoiding or reducing pragmatic failures.The author aims to explore current situation of pragmatic failure and culture teaching in senior English teaching from different aspects by doing a survey.18 English teachers and 180 students of Pingyao Middle School participate in this study which is of a quantitative nature.The findings of the research are that the phenomenon of pragmatic failures in cross-cultural communication exists among the senior middle school students; there is no absolute relation between language competence and pragmatic competence; both teachers and students have a positive attitude towards foreign culture learning and teaching. They realize the importance of culture teaching and a positive correlation between students' attitude towards culture and their English achievements. Therefore, it is highly necessary for high school teachers to enhance culture teaching in high school and find out a set of feasible teaching strategies.