A Study Of Interactional Pragmatic Competence Of Foreign Language Learners In Flipped Classroom Mode

Flipped classroom as a new teaching method has entered the English classroom with the full development of teaching reforms.It has changed the traditional concept of teaching and learning,and realized the transformation from "learning after teaching" to "learning before teaching".In flipped classroom,students are the center of learning and teaching,gaining more opportunities of language use and timely feedback through interaction with teachers and peers for improving students' language proficiency,especially interactional and pragmatic competence.Interactional pragmatic competence,the pragmatic competence in interaction,is constructed in interaction and counteracts interaction,which has important practical significance for interactive teaching.With the deepening of pragmatic research,the humanistic attributes of pragmatic competence have been paid more and more attention,and interaction has become one of the focuses of pragmatic acquisition research.In the foreign language settings,the classroom is not only an important source of language input,but also an important place for students' verbal output.Whether the flipped classroom as a new teaching mode can promote students' pragmatic competence is still rarely explored.Based on the notion of flipped classroom and the theory of zone of proximal development,this paper investigates the flipped degree of college English classes and the pragmatic comprehension of students in a college in Chongqing and explores students' interactional pragmatic features through conversational analysis,from the perspective of interactional pragmatics.This research is designed to solve the following two problems:(1)Does flipped classroom help to the development of students' pragmatic competence? If so,what effect does flipped classroom have on students' pragmatic competence development?(2)How is the interactional pragmatic competence of students from flipped classroom,and what are the features of their pragmatic competence in interaction?The results of this study show that:(1)the students' pragmatic competence is not affected by individual factors such as gender and language proficiency,but has a mutually reinforcing effect with the flipped classroom teaching,especially the activities related to interaction and internalization in flipped classroom.(2)The students' interactive pragmatic competence still needs to be improved so far: on the one hand,the comprehension of speech acts like apology,refusal,request and suggestion is not sufficient enough,and the pragmatic appropriateness is not fully discerned;on the other hand,the pragmalinguistic and sociopragmatic knowledge related to interaction are still relatively lacking,such as,the use of pragmatic grammatical structures and adjacent pairs.