The Study Of Cultural Teaching Approaches In Senior High School From The Perspective Of Cross-cultural Pragmatic Failure

With the rapid development of economic globalization, the activities of cross-cultural communication among different countries are increasing substantially. English, as an important international communicating medium, is becoming more important. Therefore, the ultimate goal of English teaching is to foster cross-cultural communicative talents. In order to achieve communicative purpose, one must speak both grammatically correct and pragmatically appropriate language, and the pragmatic norm is culture in essence.However, for a long time, influenced by traditional teaching approaches and educational systems, most high school teachers of English mainly laid emphasis on the linguistic forms rather than the proper language use. Consequently, many students feel frustrated in their repeated pragmatic failure during the communication with native speakers. "Pragmatic failure" first proposed by Jenny Thomas as "the inability to understand what is meant by what is said". In her opinion, pragmatic failure is an area of cross-cultural communication breakdown. It occurs when the meaning the speaker wants the hearer to understand deviates from what the hearer really understands, thus blocks the smooth progress of communication, and worse still, may cause a tension of interpersonal relationship. Pragmatic failure can be divided into pragmalinguistic failure, social-pragmatic failure, pragmabehavioral failure. Guided by the research and the final goal of language teaching, the author employs some research instruments such as interviews, pragmatic competence test for high school students to explore their problems in cross-cultural pragmatic failure and the corresponding causes. Based on the logical analysis of data collected, the author realizes more clearly that pragmatic failure is caused by inappropriate pragmatic transfer, cultural differences. Finally, the author tentatively proposes introducing pragmatic rules, integrating cultural teaching into English teaching by synthesizing teachers, teaching methodology and learners organically to minimize the occurrence of pragmatic failure.