A Survey On The English Pragmatic Ability Of Senior Primary School Students

In the new Era,the purpose of English education is to train talents for cross-cultural communication.Therefore,English teaching should pay attention to the cultivation of students' English pragmatic ability.For the realization of this educational purpose and the change of teaching emphasis,the Chinese English proficiency rating scale came into being.China English proficiency rating scale is an application-oriented system that can provide authoritative assessment standards for talents and scientific teaching guidance for talents cultivation.The road to education is not overnight,primary English education is "on the road".The purpose of this study is to grasp the current situation of the English pragmatic ability of primary school students,explore the factors affecting the English pragmatic ability of primary school students from multiple perspectives through the results of teacher interviews and classroom observation,and put forward the strategies for improving the English pragmatic ability of primary school students.In this study,629 sixth-grade primary school students from four different schools in H city,Anhui province were selected as test samples,and an English pragmatic competence test paper was designed according to the China English proficiency rating scale to obtain the current status data of English pragmatic competence.Research integrated use of independent samples t test and descriptive analysis,explores the H in the elementary school higher grades students' English pragmatic competence overall level and different kinds of schools and different gender differences between the students' English pragmatic competence,based on analysis of present situation,the elementary school higher grades students' English pragmatic competence and combined with interviews and classroom observation to analyze its influence factors,puts forward English pragmatic competence promotion strategy.This study provides a theoretical and practical basis for improving the English pragmatic ability of senior primary school students.Through the comparative analysis of various data and combined with the results of teacher interviews,the following conclusions are drawn:1.The overall level of English pragmatic ability of senior primary school students reached the level of level 2 required by the China English proficiency scale,but at a lower level;The four secondary dimensions of English pragmatic competence are: pragmatic comprehension(written)> pragmatic comprehension(spoken)>pragmatic expression(written)> pragmatic expression(spoken).2.Urban and rural students there are significant differences in English pragmatic competence,city students' English pragmatic competence to fulfill the requirements of "China English rating scale" of the secondary level,rural students have not reached the requirements of the "rating scale of China's English ability" secondary level,and in the English language in the secondary four dimensions with ability to show significant differences.3.According to the overall gender division of students,there is a significantdifference between girls' English pragmatic ability and boys',and girls' English pragmatic ability is higher than boys'.4.The development of English pragmatic ability of boys and girls in urban schools is different from that in rural schools.There is no difference in the English pragmatic ability and English pragmatic ability of boys and girls in urban schools.There are significant differences in English pragmatic ability between boys and girls in rural schools,and there are differences in all dimensions of English pragmatic ability.Therefore,students are divided into two dimensions according to school type and gender,and the status of English pragmatic ability is as follows:urban boys and girls > rural girls > rural boys.It is found that the English pragmatic ability of senior primary school students is low.Improve the professional quality of teachers;From the three aspects of "ways for students to improve their English pragmatic ability",the author puts forward the strategies for improving the English pragmatic ability of senior students in primary schools.