Middle School English Teaching Pragmatic Ability.docVIP

Middle School English Teaching Pragmatic Ability ‘English curriculum standards’ will be the overall objective of English courses for students to determine the formation of an integrated language proficiency, while the formation of this capacity is based on student’s language skills, language knowledge, emotional attitudes, learning strategies and the integration of cultural awareness and other literacy the development of foundation. This means that we will say that culture is not only grammar question, will make reading comprehension questions for students, but also in oral writing both decent use of language students have learned. Hymes (D. H. Hymes) that learning a language, the language ability of people not only his ability to make grammatical sentences, but also whether he can properly use the language ability, namely: what to say when so, to whom when and where the manner in which to talk about the content. The absence of pragmatic competence, learners in cross-cultural communication will create a ‘pragmatic linguistic errors’ (pragmalinguistic failure) and ‘social pragmatic failure’ (sociopragmatic failure). The former is primarily a language problem, and the latter is due to different cultures to what the appropriate use of language caused by different interpretations of (Thomas, 1983:99). 1, pragmatics and types of cause for the failures On cross-cultural pragmatics of studies have shown: the mother tongue language learners with the knowledge will affect their understanding of the target language and use pragmatics. Native language learners will form: ‘apology’, ‘request’, ‘Thanksgiving’, ‘reject’ such as ‘migrate’ to the target language in use. They determine the social status of the mother tongue of the total time of social values as a standard. Students pragmatic errors may occur are: 1. Apply mechanically the values of the mother tongue ① How old are you ‘? How old are you? ⑦ What’s your salary? How much you earn one month ah? ③ Where a