Secondly, in the EFL classroom teaching and learning, it is important that we study not only the target language in itself, including its phonetics, grammar, semantics and text etc., but the utterance meanings in accordance with different contexts, namely, the speaker’s illocutionary force. In addition, the teacher should also emphasize the matters such as how to speak, when to speak and why speak so, etc. Introduction of some function and notion of the language expressions, for instance, the expressions of courtesy, attitude and emotion, should be embodied in classroom instruction. To communicate in English accurately and felicitously, we need attach great importance to considering the pragmatic principles in oral classes. In doing so, students can elude pragmatic failure and achieve a successful communication.
Thirdly, for the language teacher, however, it is inadequate to make explicit the parameters within which pragmatic choices are made. It seems also to be advisable for the teacher to explicitly point out to the learner that politeness markers are an integral part of the foreign cultural system, and should neither be used nor interpreted by reference to the learner’s native cultural interference and prevent impolite, ineffective, or otherwise inappropriate behavior on the part of the learner.
Last but not least, a comparison should be made between Chinese and English pragmatics, focusing on linguistic forms, avoiding negative transfer, improving contextual awareness and intercultural pragmatic principles. According to Hall, “the acquisition of language can be viewed as part of the process of learning to participate in socioculturally important activities, both written and oral” (Hall, 1993). If we teach language without teaching its culture in which it operates, we are teaching merely meaningless symbols or symbols to which the students attach the wrong meaning. We should take full advantage of roles of the teacher. The language teacher should try every means to enhance students’ awareness of pragmatics.
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