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1、Cultivating Pragmatic Competence of EFL Education in China From Sociolinguistic Perspective【Abstract】ThispaperfocusesoncultivatingPragmaticCompetenceofEFLeducationinChina.FirstitdiscussesthenatureofEFLeducationinChina，thendefinesbasictwoterms：PragmaticCompetencePCandPragmaticConsciousness-RaisingPCR
2、.ThirdlyproposesamodelonteachingpragmaticcompetenceinChinasEFLcontextwhichaimstocultivateEFLlearnersPC.LastlyitdrawsabriefconclusiononpedagogicalimplicationsinChinasEFLeducationalcontext.【Keywords】PragmaticCompetencePC;PragmaticConsciousness-RaisingPCR;aModelonteachingPC;PedagogicalImplications【作者簡介
3、】NiyanZhang，DepartmentofForeignLanguageTeaching，GuilinTourismUniversity.1.INTRODUCTIONItisnowbroadlyacceptedinmostpartsoftheworldthatlearningaforeignlanguageisnotsimplymasteringanobjectofacademicstudybutismoreappropriatelyfocusedonlearningameansofcommunicationPaulston1975.Actually，foreignlanguagelea
4、rningisregardedasaprocessofpragmaticcompetencedevelopment.Thegoalofforeignlanguageteachingismorethanknowingtheappropriatesyntaxandlexicon，itisalsoamatterofpragmaticcompetence.2.TheNATUREOFEFLEDUCATIONINCHINAEFLeducationnowinChina，basedonthetheoriesofinterculturalcommunicativecompetence，focusesnotonl
5、yontheteachingof4skills，alsoontheteachingofEnglishcultures.Acculturationisatthecoreofforeignlanguageteachingwhichaimsatimprovingthelearnerspragmaticcompetence.Foreignlanguageeducationisaprocessofinterculturalcommunication.IftheEFLteachersinChinadonotpaymuchattentiontotheEnglishlanguageculturesandlac
6、kofawarenessofthelearnersmother-tonguetransfer，butjustfocusonthepurelinguisticstructuresofEnglishwithteachingthelearnersthe4skills，usuallythelanguagelearnerswilljustbecome“mastersoflanguagestructureorgrammariansratherthan“mastersoflanguageuseoractivelanguageusers.Consideringbothadvantagesanddisadvan
7、tagesofEFLeducationinChina，theEFLsettingsdopresentcertainchallengesincultivatingpragmaticcompetencedevelopment.SuchchallengesrequirecultivatingpragmaticcompetenceinsituationswherlearnershavelittleornoopportunitytointeractwithnativespeakerswhichisperhapsthebiggestobstacleinteachingEFLinChina.3.PRAGMA
8、TICCOMPETENCEANDPCRPragmaticcompetence：Leech1983，p10-11pointsoutthattherearetwoelementsofpragmaticcompetence：Pragma-linguisticsandsocio-pragmatics.Pragma-linguisticsisrelatedtogrammarandisconcernedwith“theparticularresourceswhichagivenlanguageprovidesforconveyingparticularillocutions.Socio-pragmatic
9、s，ontheotherhand，isrelatedmoretosociology，andiswhatLeechhascalledthe“sociologicalinterfaceofpragmatics.Pragmaticconsciousness-raisingPCR：proposedbySharwood-Smith1981，itisbasicallyaninductiveapproachtodevelopingawarenessofhowlanguageformsareusedappropriatelyincontext.Theaimisnottoteachexplicitlytheva
10、riousmeansofperformingagivenspeechacteg，request，apology，compliment，etc，but，toexplorelearnerstothepragmaticaspectsoflanguagesandprovidethemwiththeanalyticaltoolstheyneedtoarriveattheirowngeneralizationsconcerningcontextuallyappropriatelanguageuse.4.AMODELONHOWTOTEACHPRAGMATICCOMPETENCEINEFLCONTEXTPCR
11、aimingatdevelopinglanguagelearnersawarenessofpragmaticcompetenceinforeignlanguageuseisusefulinteachingEFLinChina.ThenthequestioncomestohowtoteachpragmaticcompetenceinEFLclassroom？ThereisamodelproposedbyScarcella1990forteachingforeignlanguagelearnerspragmaticcompetence.Thismodelisdividedintofivecompo
12、nents：1Teacheranalysisofspeechacts.2Cognitiveawarenessskills.3Receptive/integrativeskills.4Controlledproductiveskills.5Free，integratedpractice.Above，thismodelusedfortheteachingofsociolinguisticandpragmaticskillsofferspracticalsuggestionsonhowtocultivatepragmaticcompetenceofEFLeducationinChina.5.PEDA
13、GOGICALIMPLICATIONSFORTEACHINGPRAGMATICCOMPETENCEOFEFLEDUCATIONINCHINAInChina，Englishasaforeignlanguage，teachingpragmaticcompetenceofEnglishshouldbeaddedintotheteachingcurriculumandsyllabus.Herearesomepedagogicalsuggestionswhichlanguageteacherscanfollowbytocultivatetheirforeignlanguagelearnerspragma
14、ticcompetence.5.1VerbalCommunicationsThetargetofverbalcommunicationsisusingEnglishappropriately，mainissueofpragmaticcompetence.So，whenlanguageteachersgiveintroductions，theyshouldnotonlyintroducethegeneralstructuresandrulesofEnglishsentences，alsoletlearnersgraspthesocioculturalrulesandhabitsoftheEngl
15、ishusestohelptheminteractsuccessfully.5.2GrammarTeachingThegoalofteachinggrammarsistoimprovelanguagelearnersabilitiesofusingEnglish.TaketeachingtheEnglishtenseforexample，EnglishtenseisagrammarcategorythatdoesntexpressequallyinChinese.Thus，itisfarfromenoughiflanguageteachersonlypresenttheEnglishtense
16、stotheirlanguagelearnerswithouttellingthemeachtensedohavesomedifferentillocutionsandpresuppositions.Iflanguageteacherscouldcombinethepragmaticpropertiesintothetenseteaching，languagelearnerscouldprobablyimprovetheirlanguageproficiencyanduseitappropriately，achievethetargetofgrammarteachingefficiently.5.3Vocabulary/LexiconTeachingLanguageteachersshouldpaygreatattentiontothewordmeanings，collaborationsandthestructuresofcom
