A Comparative Study Of Pragmatic Failures In English Writing Of Junior High School Students In Common And Special Classes

Listening,speaking,reading and writing are four important parts of English learning.As we know,English writing is a necessary output process of English learning.It not only reflects the students’ vocabulary,grammar structure,but also cross-cultural knowledge of a learner.It is a critical manifestation of the comprehensive ability of English learners.However,in the actual teaching process,students neglect the importance of English writing to English learning.Teachers are affected by some factors,and sometimes it is difficult to spend a lot of time leading students to solve the problem of writing in the actual teaching process,which leads to serious grammar and vocabulary errors in the writing process for students.In recent years,teachers and students have come to realize the importance of English writing in the teaching process.Through consulting a large number of published research papers and related books on the Internet of knowledge in recent years,the author concludes the research of pragmatic failure related to English major,non-English major and senior high school students as well college students has been studied in detail,but there are few related studies on pragmatic failure in junior high school students’ English writing.Based on this situation,this thesis uses the interlanguage theory and cross-cultural studies to guide,to make a comparative analysis of the pragmatic failures of 160 students from Grade 9 common class and special class of Tongren NO.5 Middle School in Guizhou province in their mid-term exam compositions in the second semester by Carl James classification and study the following questions: what are the types of pragmatic failures of junior high school students in English writing? At the same time,The questionnaire and interview are used to study and analyze: what are the causes of pragmatic failures in junior high school students’ English compositions? The above research results show that there is a certain gap between the number of singular and pluralnumbers as well collocation categories at the error level of substance.At the level of text failures,there is a large gap in the number of pronouns,adjectives and other types of failures.At the discourse level,cohesion errors in the special class are more than those in the common class,while coherence failures show the opposite tendency.Secondly,In accordance with the results gathered from data analysis,the author combined with relevant theories to analyze and discuss the causes of English writing failures of students in special and common classes in junior middle school.Finally,the author puts forward some Suggestions and measures on the feasibility of English writing teaching for junior high school students.