An Analysis Of English Pragmatic Teaching Cases In Junior Middle School

Under the background that the importance of students' pragmatic competence has been stressed by more and more researchers, this thesis attempts to learn about the teachers' specific practice of pragmatic teaching in order to give some enlightenment to junior middle school English teaching and help the teachers bring forth some new ideas. By observing five teaching cases in the 11th National High Quality Junior Middle School English Class Competition from four aspects: the time and percentage of pragmatic teaching activities, the pragmatic teaching contents, the distribution of explicit teaching method and implicit teaching method in pragmatic teaching and the tendency of pragmatic teaching strategies, the following major findings are gained based on descriptive analysis:Firstly, the time and percentage of pragmatic teaching activities was totally different for different types of English class and the percentage of listening and speaking class is larger than that of other types of class. Secondly, the cooperative principle and politeness principle were the most popular contents and teachers always focus on the speech acts between friends who are the people having the same status.Thirdly, teachers mainly chose explicit teaching method as the pragmatic teaching method. And the class performance in these cases further shows that students can acquire the meta-pragmatic information more quickly through explicit teaching.Finally,"offering meta-pragmatic information","offering authentic contexts" and"offering practice opportunities" were always chosen as the teaching strategies in pragmatic teaching, while "offering feedback" and "offering reinforcement of learning" were used in low frequency.Hereby, this thesis puts forward some suggestions for junior middle school English teachers: (1) Teachers should improve their pragmatic teaching awareness; (2)Teachers should choose pragmatic teaching content tactfully; (3) Teachers should mainly use explicit pragmatic teaching method and take the implicit one as the auxiliary means; (4) Teachers should try to uses pragmatic teaching strategies roundly in class.