Pragmatic Analysis Of CET Long Conversations And Its Implications For EFL Teaching

This thesis aims to integrate the Relevance Theory, the Adaptation Theory and the tripartite model of situated discourse analysis proposed by Gu Yueguo within the framework of Experientialism to account for both societal and cognitive aspects of pragmatic meaning in CET long conversations.In the study, the author will take a dynamic pragmatic approach to the example analysis of four categories of CET long conversations. The data are four conversations carefully selected from those on CET in Dec. 2006 and the Sample Test promulgated by the CET Committee. This thesis, methodological speaking, is qualitative rather than quantitative, speculative but not subjective.The major findings and its implications for EFL teaching are also presented. It is proved that the dynamic notion of context, the dynamic generation of meaning as well as the integrated progress of linguistic choices and contextual correlates, make up the framework of verbal communication as a whole. Moreover, all the following factors prove to be very important for the better understanding of long conversations: the institutionalized goals, strategic topic progression, activation of the corresponding ICM and knowledge as well as various strategies involved in the goal development and interpersonal management. Its implications for EFL teaching are explored mainly from two perspectives: meta-pragmatic awareness and cognitive environment.