| Middle school composition teaching has been plagued by many problems for a long time,which results in current severe situation. On the one hand, it is examination-oriented and students are just well trained in examination techniques rather than pragmatic use; On the other hand, the theory of middle school composition teaching affected by political ideological intention has failed to be consistent despite the new century splendor theories on quality education, practice writing theory, writing personality theory, communicative context teaching writing. I believe that the pragmatic theory regarded as an assignable one in linguistics accords with the goal of middle school composition teaching in Contextual Theory, Politeness Principle and Cooperative Principle. Additionally, the purpose to help students make great advances can be achieved preferably with the guidance of pragmatics theory.With the combination of exemplification, theoretical study and work analysis, this paper aims to analyze the situation of middle school composition teaching to explore some ways to improve the pragmatic teaching in middle school from aspects of theory and practice.There is a prolegomenon in the first part and a conclusion in the last part. The paper is divided into four parts and I will list the main contents:The prolegomenon tells us the reason and background of this paper as well as the theory and practice sense. Also, it conveys the research ideas and methods through summarizing some studies about how pragmatics help Chinese teaching and middle school composition teaching.The first chapter focuses on the composition teaching value goal and the reflection of current situation in middle school. This chapter mainly discusses the middle school language and the value goal of middle school composition, points out the present situation of middle school composition teaching and rethinks this.The second chapter is the term used to guide the feasibility of composition teaching theory. This section discusses the main contents of pragmatics and basic theory, and the associated internal pragmatic theory context principle, the principle of conversation, politeness and writing and the Enlightenment to School Composition Teaching.The third chapter is the term used pragmatic theory to guide the individual composition teaching process. This section discusses how to use the context theory, politeness, cooperation principles of pragmatic theory to guide the proposition compositions of teaching, guiding, correcting and commenting on all aspects, so that each composition teaching process to pragmatic theory as a guide, achieving pragmatic theory goal of the composition teaching in the middle school.The fourth chapter for pragmatics theory to guide the middle school composition writing of various genres. This part mainly discusses how to apply the context theory,the politeness principle and the cooperative principle in pragmatics theory, to guide narrative,argument and practical writing in middle school composition, so that students can do all styles of writing under the guidance of pragmatics theory, realizing the practical application of language in writing.The conclusion part of this paper summarized and explained its opinions and expositions, and also recognized that the task of middle school thesis teaching is heavy and complicated, pointing out that the research of using pragmatic theories to guide the middle school composition teaching is weak, it still has a broad space for studying.In this paper, the basic conclusion is that when it comes to middle school composition teaching, thesis is depend on the guidance of Context Theory and meanwhile teaching process along with writing in different styles has to be conducted with the guidance of Corporative Principle and Politeness Principle. Applying these theory mentioned above to middle school composition teaching is one of the significant channels to change the present situation of middle school composition teaching or to improve students ’ writing level. |
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