The Study Of Culture Teaching In Senior High English Class From The Perspective Of Pragmatic Failure

English, as a lingua franca, plays an increasingly important role in internationalcommunication. With the development of globalization of economy and information,the communication between people from different culture background has becomemore and more frequent. In cross-cultural communication, Chinese students may speakEnglish fluently but may also make pragmatic failure at the same time, which mayaffect the communication to go smoothly. More and more language educators realizethat we should pay much attention to culture during the foreign language teaching. Forexample, culture awareness was added into the New Curriculum Standard as one of theobjects. What’s more, the “culture corner” part has been added into the new textbooksince2010. According to the reform project of the NMET in Beijing, we can see thepracticability of English rather than the score will be paid more attention. However,under the pressure of NMET, most teachers do not integrate cultural teaching intoEnglish language teaching efficiently.In this essay, the author begins by exemplifying the relationship betweenpragmatic competence and cross-culture communication competence. After that,definitions and classifications of pragmatic failure are introduced. What’s more, theauthor conducts this study in her culture teaching practice. The culture teachingexperiment was lasted for one semester, during which the experimental class had aculture lesson per week. In this study, the writer does pre-test and post-test to show theimportance of culture teaching. In the pre-test, there were no significant differences oflinguistic competence and pragmatic competence between the two classes. In the post-test, compared with control class, experiment class students’ linguistic competenceand pragmatic competence are better than that of control class. The results of theexperiment indicate that culture teaching is good for improving the English score andreducing pragmatic failure in cross-culture communication.Based on students’ cross-culture communicative competence test paper and relatedtheories on pragmatic failure, this thesis analyzes the reasons leading to pragmaticfailure: negative transfer, culture difference, and lack of pragmatic knowledge.Meanwhile, according to the culture teaching experiment and the situation of Englishteaching, some principles and effective ways of culture teaching are put forward so asto identify and minimize the students’ pragmatic failure which often occurs in the crossculture communication. Such as creating an authentic atmosphere in class, integratingculture into language teaching, and offering culture course.