Exploring Pragmatics Teaching in Chinese High School English Classrooms

Xinni Zeng

doi:10.54097/tq27bd47

Authors

Xinni Zeng

DOI:

https://doi.org/10.54097/tq27bd47

Keywords:

Pragmatic; Roleplay; Pragmatic failure; Speech Act Theory.

Abstract

This paper delves into the efficient ways of teaching pragmatics in Chinese high school English classes, focusing on applying Role play, analyzing pragmatic failures, and comprehending Speech Act Theory to enhance learners' successful acquisition of pragmatic, positive competence in communication. Pragmatic failure in cross-cultural contexts leads to misunderstandings and communication interruption between individuals. Through methods such as Role play, students can acquire authentic experience in real communication scenarios and develop an awareness of language and cultural differences. In addition, the paper introduces Austin's Speech Act Theory, which emphasizes "locutionary", "illocutionary," and "perlocutionary." It additionally provides suggestions on how these concepts can be integrated into classroom activities to enhance language teaching. The study results indicate that pragmatic teaching is indispensable for developing learners' capacity to communicate appropriately in various social settings.

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References

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