A Lesson Study Of The Explicit Pragmatic Teaching In High School English Teaching

The paper reports on a lesson study of the process of explicit pragmatic teaching in an attempt to reveal how to combine pragmatic teaching with English language teaching through explicit instruction and figure out whether explicit instruction of pragmatic competence can enhance senior high school students' attention to pragmatic competence.The subjects involved in the study were 36 students from a senior high school in Tianjin.They were asked to do an English pragmatic test before three explicit pragmatic teaching,and after the implementation of the teaching,the author interviewed four students in the class who were randomly selected.The process of interview was recorded.The test was undertaken individually and the whole process of interview was recorded.The dataanalysis included two tasks:(1)rating the English pragmatic test paper;(2)transcribing the tapes and analyzing the protocols.The results showed that with the explicit instruction mode,the integration of pragmatic teaching and language teaching can be realized through the following aspects:(1)digging the pragmatic knowledge in teaching materials;(2)when the teacher explains the language knowledge,relevant pragmatic information should be showed to students,if involved;(3)In practice part,if the context created contains pragmatic features or pragmatic rules,students should be led to attach attention to it,not just focus on the correct language forms.And through the analysis of the interview,it can be preliminarily determined that the students can have a certain understanding of the pragmatic competence after three explicit pragmatic teaching and have raised the attention to the pragmatic competence.However,due to the following reasons(1)the limited number of the teaching and participants;(2)participants generally with higher English level,the above results are relatively limited,which are also the factors that need improvement in further research.