Abstract
English pragmatic competence is one of the major components of English communicative competence, but it has not aroused enough attention in college English teaching. From a survey on the status quo of English pragmatic competence among non-English undergraduate majors, this article explored and discussed necessity and feasibility to cultivate English pragmatic competence of students in college English teaching.
Highlights
With swift development of economic globalization, the type of talents required by the society is taking subtle changes
Some general undergraduate universities and colleges still remain at the level of form in terms of cultivation of English pragmatic competence of non-English majors, since they believe that English pragmatic competence is dispensable for non-English majors
Linguistic pragmatic failure refers to expression means which do not conform with the linguistic habits and linguistic behavioral strategy of the target language, which is caused by learners’ applying mechanically the linguistic habits in their mother tongue when there exist systematic differences between the target language and the mother tongue of the learners in terms of linguistic structure
Summary
With swift development of economic globalization, the type of talents required by the society is taking subtle changes. Single technology-oriented talents are no longer recognized by the society, while diversified technology-oriented talents who are proficient both in professional knowledge and application of English are in great demand. This sort of talents has become gradually the major role on the stage of world economy and technology. Some general undergraduate universities and colleges still remain at the level of form in terms of cultivation of English pragmatic competence of non-English majors, since they believe that English pragmatic competence is dispensable for non-English majors. The author attempted to start from a survey on the status quo of the English pragmatic competence of non-English undergraduate majors in general undergraduate universities and colleges and explored and discussed necessity and feasibility of cultivation of English pragmatic competence of non-English majors
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