A Pragmatic Study Of Oral Communicative Language Teaching In Junior Middle School

Chomsky's generative grammar has a basic view that humans are born with the ability to master their native language,Oral communication skills have been regarded as the basic ability of the general public as a natural acquisition.Although the natural mother tongue environment to give language rich material,we will not consciously be infected,absorb to internalization,but this is only a kind of hidden,hidden tacit knowledge.Chinese teaching is not to remember the grammar rules that have been formed,but to express the emotions calmly and to realize more effective interpersonal communication.Oral communication teaching is not only to train students to master the language,but to learn to use on the basis of mastery,to enhance the ability to use language.Pragmatics from a new perspective of research reveals the characteristic “language use”in the teaching of oral communication,the collision of “pragmatic”and “oral language”derives from the transformation of the inherent paradigm of Chinese teaching theory.The breakthrough point of this study is from two aspects:the pragmatic existence and performance of the oral communication teaching,including the existence of the main core components in the root domain of pragmatic,pragmatic performance reflects the domain of return to the essence of teaching oral communication inquiry demasking hidden.The so-called “the investigation work only in the physical and mental”,pragmatic existence domain will speech act as oral communication is analyzed,to a proper extent of control environment,tacitly abide by the conversational implicature is the logic basis for the teaching of oral communication intention.Pragmatic performance domain from pragmatic awareness,pragmatictransplantation experienceand pragmatic competence activation pragmatic embodiment of three aspects of interpretation of the oral communication teaching,teachers should abandon the practice of taking the structure as the key,out of context,ignoring the practical use of language practice and conventional practice.And then put forward the pragmatic problem domain of oral communication teaching,combined with the current situation of pragmatic teaching of oral communication,proposes the pragmatic strategies: one is the construction of pragmatic teaching of oral communication in the classroom: setting up the context of seamless penetration and multi-module content seamlessly;two is the pragmatic type of oral communication teaching mode of inquiry: the situation generative teaching,reflective teaching and practice teaching;three is a pragmatic model of oral communication teaching of the training design: the presupposition frame type training,random correlation training and conversational structure training.Pragmatic existence domain discipline pragmatic oriented teaching oral communication tool,pragmatic performancedomain concern oral communication teaching program subject oriented,pragmatic problem domain metaphor structure oriented oral communicative teaching mode.Study on oral communication teaching focusing on pragmatic,highlighting its language hidden behind the language and use of the dialectical unity,imperceptibly brewing “replacement context”teaching mode of transformation,leading teacher with practical wisdom to give every individual the situational approach to creativity.At this point,one sentence of this research is: try to step out of the traditional Chinese teaching uniform pattern,form the perspective of pragmatics,pragmatic existence domain and pragmaticperformance domain as the breakthrough point,make exploratory understanding and interpretation of pragmatic problem domain of oral communication teaching.