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An Empirical Study On English Oral Pragmatic Competence Development Of Senior One Students From The Perspective Of China's Standards Of English

Posted on:2021-03-11Degree:MasterType:Thesis
Country:ChinaCandidate:M GaoFull Text:PDF
GTID:2415330620467812Subject:Education
Abstract/Summary:PDF Full Text Request
The ultimate goal of English teaching is to cultivate the students' ability to use English properly for communication.Whether learners can communicate effectively depends not only on their grammatical ability,but also on their pragmatic ability,that is,the ability of language learners and users to understand and express specific intentions by using various knowledge and strategies in combination with specific contexts.Therefore,it is an important task in English teaching to cultivate and improve students' pragmatic competence.Due to the influence of the traditional exam oriented education,teachers often pay too much attention to the teaching of language forms and ignore the teaching of language functions,resulting in the weak pragmatic ability of some students.In this study,the author adopts task-based teaching model to verify whether the teaching experiment can promote the improvement of students' oral pragmatic ability.This paper mainly discusses the following three questions: 1)what is the current level of English oral pragmatic ability of senior high school students from the perspective of China English proficiency scale;2)what are the main factors affecting the oral pragmatic ability of senior high school students;3)What is the change of students' oral pragmatic competence under the intervention of Task-basedteaching model? In this study,four English teachers and 72 students from two classes of senior one(experimental class and control class)were selected as the research objects.Qualitative and quantitative research methods were used,and interview,questionnaire survey,ability test and other research tools were used.Before the experiment,in order to understand the current situation of the cultivation of oral pragmatic competence in senior high school English classroom and the actual level of the English Pragmatic Competence of senior high school students,the author conducted a questionnaire survey and interview to the English teachers and students of the school,and compiled the test paper of oral pragmatic competence of senior high school students with reference to the previous research results.The pragmatic level of the two classes was tested before and after the experiment.Through the analysis of the data obtained from the experiment and the results of the interview,such a conclusion is drawn: 1)the senior high school English learners' oral pragmatic ability is relatively weak,there are a lot of pragmatic failures in greetings,praises,requests and so on,and the pragmatic knowledge is relatively scarce;2)the teachers do not pay enough attention to the language knowledge in the teaching process,the impact of exam oriented education and the lack of authentic language in students' English learning Speech environment is the main factor affecting the improvement of students' oral pragmatic ability;3)students' oral pragmatic ability levelcan be effectively improved under the intervention of task-based teaching model.Through the analysis of the data obtained from the experiment and the results of the interview,we can draw the conclusion that students' oral pragmatic competence can be improved through the cultivation and training of task-based teaching model.In the specific teaching process,there are still some problems to be further studied.In this paper,the author also puts forward three suggestions on how to improve students' pragmatic competence.At the end of the paper,the author summarizes and reflects the whole paper,and points out the shortcomings of this study.
Keywords/Search Tags:China's Standards of English Language Ability, oral pragmatic competence, senior high school English teaching, Task-based teaching model
PDF Full Text Request
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