An Investigation On Pragmatic Awareness Of Senior High School Teachers Of English

Since the 1990 s,research papers and monographs on learners’ pragmatic competence in L2/FL teaching have been successively published in the foreign academic world,which marks the role of pragmatic competence development in L2/FL teaching.Most of research abroad had been conducted on whether classroom teaching took the effect on L2 learners’ pragmatic competence acquisition and development.Takahashi(2010),Bouton(1994),House(1996),Takahashi(2001),et al.show that explicit teaching has a better effect than implicit teaching on helping students foster pragmatic competence in the research.In China,the researches on L2/FL pragmatic competence teaching largely began after 2000,but most of the researches relate to the acquisition and development of pragmatic competence of undergraduate English majors in the university.It is clearly pointed out in the 2020 revised edition of Curriculum Standard for Senior High School English(2017 edition)that English teaching in senior high school should not only cultivate students’ linguistic competence,but also pay attention to the development of their pragmatic competence.In the author’s experience of English teaching,the requirements for pragmatic instruction put forward in the new curriculum standard will be challenges to senior high school teachers of English in China,since most teachers generally have little regard to the learning of pragmatic knowledge or the cultivation of pragmatic competence in their career of English learning and teaching.On the basis of the requirements for students’ pragmatic knowledge and pragmatic competence development in senior high school English curriculum,and the research achievements and the theories in the study of L2/FL pragmatic competence and pragmatic consciousness in literature,this thesis,taking the teachers of English in a senior high school in Xuanwei City of Yunnan Province as the research subjects,aims at investigating whether the senior high school teachers of English have pragmatic consciousness in English teaching,as well as whether they intentionally make the teaching plan for pragmatic knowledge in their practical English class by using the research methods of questionnaire and interview.The results of the investigation demonstrate that senior high school teachers of English do not have sound pragmatic competence and awareness in their English learning and teaching.They seldom pay attention to the students’ acquisition of pragmatic knowledge in class.The writer thinks that senior high school teachers’ lack of pragmatic competence and consciousness make their English teaching insufficient and incomplete,which,to some extent,hinders the development of the students’ comprehensive use ability of English.Apparently,the research results may be conducive to the effective realization of the new Curriculum Standard for Senior High School English,and the reform and development of senior high school English teaching.