Pragmatic Failures Of Primary School English Teachers And Improving Strategies

China's international status is increasing,and as a universal language in the world,the improvement of national English pragmatic ability is imminent.Therefore,under China's education system,the pragmatic competence of primary school English teachers trained in China is not high.In addition,our primary school English teachers have continued the English training model they accepted before.Under such circumstances,our primary school English teachers use English Little is rare,which leads to the weaker pragmatic competence and more and more pragmatic failures of primary school English teachers in China.Facing this situation,the reform of the new English curriculum in China has clearly proposed to train students' comprehensive pragmatic competence.On June 1,2018,the General Office of China issued the "Chinese English Proficiency Scale".It is suggested that the education department has realized the importance of National English and the current situation of weak English proficiency.Therefore,the study of pragmatic failures and improvement strategies of primary school English teachers in China has certain research value.In this study,we first learned about the research results,research status,and research trends of pragmatic failures at home and abroad through literature research methods and Internet channels.The author understands that there are many researches on pragmatic failures in China,but most of them are targeted at students and the majority are in universities and middle schools.There are few studies on pragmatic failures of English teachers in primary schools.Therefore,the author has determined the research direction for pragmatic failure of primary school English teachers.Then the author used questionnaire survey and pragmatic competence test to understand the status of pragmatic consciousness of primary school English teachers in China and the status of pragmatic competence of primary school English teachers in China.Secondly,the author summarizes the types of pragmatic failures of English teachers in primary schools in China through statistical analysis of data from the results of questionnaire surveys and pragmatic competence tests.The author classifiespragmatic failures into language pragmatic failures and social languages Further classification was made on the basis of errors.Finally,the author analyzes each pragmatic failure in depth and analyzes the causes of the failure: teachers' own pragmatic awareness and competence are low,teachers lack time and energy to study pragmatic failures,teachers lack professional pragmatic training.From the perspective of the English research staff,English course leader and primary school English teachers in China,I propose the improvement of our primary school English teachers in terms of ideology,action and psychology.A series of measures to improve pragmatic awareness,improve pragmatic competence and reduce pragmatic failures,with a view to improving the current situation of low primary school English teachers' pragmatic awareness,weak pragmatic competence and more pragmatic errors.