The Research For Oral Communication Content Based On The Pragmatics Perspective

The Chinese Curriculum Standard for Compulsory Education (2011) described the overall goal and content of oral communication is this:"learn to listen, expression and communication, preliminary learn to use oral language respectfully when communicate and social interact." Meanwhile, in the basic idea part of the Chinese Curriculum Standard for Ordinary High School (experiment edition) mentioned is this:"enable students to master the norms and basic abilities of language communicative..." Thus, we can see that the oral communicative ability of students is valued.To understand and master the rules of Oral communicative is the key to cultivate students’ oral communication ability. It is only the expression of a macro guidance about oral communication in the new standard, it has no detailed description how to carry on communication and the knowledge about the communication language standard. there is no detailed instructions between the requirement of the society communication and students’ communication. It means to the uncertainty of oral communication curriculum and the blank of teaching content and evaluation system, which makes us teachers feeling difficult in teaching oral communication.This paper attempts to provide a reliable theoretical basis and feasible path to solve present problems of oral communication education. The specific contents are as follows:In the introduction part, we analyze the background information of this study and state the research significance.The second chapter points out the problems of the oral curriculum content. Then, we describe the development of pragmatics, and discuss the significance of pragmatics in the reconstruction of course content and implement strategy of oral communication.The third chapter discusses the theoretical knowledge about oral communication, which mainly analyzes the elements of the process of oral communication based on pragmatics and builds a running diagram of oral communication. In addition, we make a detailed interpretation on politeness, cooperation, discourse rules and other pragmatic strategies.The fourth chapter tries to reconstruct the curriculum content of oral communication. This part is a core and innovative section of this paper and tries to solve "teach what" problem for oral communicative classroom teaching. In this part, we differentiate some concepts such as curriculum, teaching, curriculum content, teaching content and curriculum knowledge, then construct a systemic frame of oral communication curriculum content from the factors of oral communication on the basis of the design of Victoria language on "Curriculum standards and frameworks" in Australia.The fifth chapter discusses the development of oral communication classroom teaching suggestions, including the selection of oral communication topic, the set of communicative context course and how to accomplish a true and effective communicative dialogue. Furthermore, we illustrate some common mistake with examples on classroom teaching.The fifth chapter mainly collects the oral communication contents about The Chinese Curriculum Standard for Compulsory Education (2011) and the books, also lists and analyzes some excellent cases of oral communication in real life and classroom based on pragmatics. This is to provide some valuable and referential teaching resources for our teachers to promote oral communicative classroom teaching.