Abstract
English as a L2 (second language) is compulsory in many countries’ education. However, the pragmatic competence is far less developed, compared with the grammatical competence. This situation leads to a fact that many students are confident in grammar-oriented tests, but afraid of starting a conversation. Or, in many cases, the students may bewilder the native speakers. This paper concerns the teachability of L2 (Second Language) pragmatic competence in Chinese secondary schools. It starts with a relatively comprehensive introduction of some very basic concepts, including pragmatics, pragmatic competence, and ILP (interlanguage pragmatics). Next, the necessity of consciously learning of L2 pragmatic competence is discussed within the specific context, as well as its teachability. After that, challenges of L2 pragmatic competence teaching are raised from three aspects: 1) challenges for teachers in the teaching process; 2) lack of authentic L2 pragmatic input; and 3) the testing and assessment of L2 pragmatic competence. Finally, feasible ways to facilitate the teaching application of L2 pragmatic competence are proposed.
Highlights
In China, English learning is compulsory from primary schools to universities
Syntax is the study of linguistic forms and the sequence of words in sentences; semantics is the study of meaning of the linguistic forms and sequenced words; and “pragmatics is commonly viewed as the study of language in use” (Roever, 2009: 560)
L2 pragmatic competence that we talked about can be distinguished between two ends: the linguistic end concerns the knowledge of language forms and linguistic devices to perform communicative acts and convey interpersonal meanings; and the social end concerns the knowledge of which means are appropriate in particular social and cultural contexts
Summary
In China, English learning is compulsory from primary schools to universities. The grades of English exams are always seriously taken from entrance exams to College English Tests. The ultimate goal of learning English as Foreign Language (EFL) is not taking tests, but communicating. Alcón-Soler and Martinez-Flor (2008: 5) states that “communicative competence is achieved by improving learners’ grammatical knowledge, but it concerns the development of discourse and pragmatic competences, among others”. The attention of teaching and learning pragmatic competence need to be raised. This assignment aims to provide facilitators in the teaching of pragmatics. The assignment will begin with an introduction of a few very basic concepts about pragmatics as background knowledge, followed by an analysis the requirement of L2 pragmatic learning and teaching by investigating the acquisition and teachability of L2 pragmatic competence.
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