Study On The Cultivation Of Language Ability In Chinese Teaching

Cultivating students’ language ability is the basic reason for the establishment of Chinese course, and the background of intensified globalization today has put forward higher requirements for cultivating students’ language ability in Chinese language teaching.However, the quality of the current language ability cultivating is worrying. Therefore, this study using literature research method, historical research method and case analysis method,review of the existing problems of language ability cultivating comprehensively through the angle of speech acts which is closely related to the development of individual language ability,analysis of the reasons, reforms the goal of language ability in Chinese teaching, and puts forward effective way to the cultivation of language ability in Chinese teaching, so as to provide a useful reference for the current Chinese teaching practice.Language ability is refers to comprehensive level of quality of speech act from the inside to out, from the input to the output and its effects which the speech subject manifest in the specific context.Drawing speech behavior theory essence and referencing related research results of information processing psychology, this research will considered the speech act as a speech information "entered--within of--output" of process. The speech behavior will be divided for internal pragmatic and external pragmatic according to the speech information’ different roles that playing on speech subject internal psychological and outside explicit behavior. And according to speech information of different flows the external pragmatic will be further divided for input-pragmatic and output-pragmatic.Due to the combined effects of narrow view of language,prescriptive curriculum paradigm,exam oriented education,the cultivation of language ability in Chinese teaching appears a series of deviation of the teaching goal, teaching content and teaching method which specifically demonstrated that the input-pragmatic was transformed into "accept a plane", the output-pragmatic was transformed into homogeneous repetition, and the internal pragmatic space is very narrow, time is not sufficient. Based on the analysis of pragmatic perspective, the "pragmatic" is the essence of language,the development of language ability is essentially the continuous improvement of internal pragmatic and the output-pragmatic. However,individual language ability showing characteristics of stage of development,the language ability training in Chinese teaching should be under the guidance of the reformed cultivation goal target,break the shackles from the teaching mode of the instruction type and the exam oriented education,promote the whole reform of the teaching practice. Specifically,Chinese teaching should be to cultivate students input-pragmatic mainly in the basic stage,but the input-pragmatic culture should point to the output-pragmatic culture, suggesting that teachers should carry out speech practice, create an open platform, release of the student’s thinking, so as to arouse the students’consciousness of expressing,combined with the student’s extracurricular life together effectively and promote students to read widely at the same time, so as to lay the foundation for the development of the output-pragmatic;as the students cognitive psychological gradually mature,the cultivation goal of students’ language ability should be gradually converted to cultivating students’ output-pragmatic mainly in the development stage, suggesting that the teachers should organize multiple dialogue, advocate independent reviews, activate students’ rational thinking, broaden the language ability path of ascension,which will gradually lead the students to consciously enhance their speech expression power, to develop good habits of expression, to hone a excellent speech expression.