A Study On Teaching Oral Communication In Middle School Language Under The Perspective Of Pragmatics

The 2022 edition of the Chinese curriculum standards for compulsory education has set clear requirements for the objectives and content of the school stages in four areas: "literacy and Characters writing," "Reading and Appreciation," "Expression and Communication," and "Composing and Exploring".Compared with the 2011 version of the standards,the comprehensive and practical features of oral communication courses are more prominent.It is evident that oral communication teaching is changing day by day.However,as one focus of language learning,oral communication has been marginalized in actual teaching and has not received enough attention.The history of the development of oral communication teaching shows that before the founding of People’s Republic of China,oral communication teaching was based limitedly on listening and speaking training,and there was no systematic and complete teaching theory;From the revision of the syllabus in 1950,which formally established the status of oral communication teaching in language learning,to the new syllabus in 2000,which proposed "oral communication" and "oral communication skills",replacing the traditional listening and speaking teaching,the transformation of oral communication teaching has not taken long to develop,and the area is still particularly young.As the traditional of emphasizing reading and writing instead of listening and oral speaking in Chinese language teaching,of emphasizing reading and writing but not listening,the development of the subject has always been limited.Oral communication teaching mainly cultivates students’ ability to use language and words rationally,and is a concrete expression of the comprehensive and practical nature of language.As a branch of linguistics that studies the laws of language use,pragmatics can provide theoretical guidance for oral communication teaching in junior high schools,providing an in-depth understanding of the nature of speech and language communication.Language learning is fundamentally the learning of language and word usages skills.The theory of pragmatics focuses on the specific use of speech in different contexts,which is consistent with oral communication teaching’s commitment to cultivate students’ ability to use language.The causes of the problems are analyzed through the three levels of pragmatics:context,pragmatic subject and pragmatic principle,and the solutions which are explored.It is divided into the following three parts.The first chapter discusses the significance and value of pragmatics to oral communication teaching in junior high school.This chapter introduces the basic theories of pragmatics and clarifies the relationship between pragmatics and oral communication teaching in terms of research purposes,teaching effects,and teaching concepts,and then illustrates the positive significance of pragmatics theory in opening up the vision of oral communication teaching activities,enriching teaching methods,and promoting scientific evaluation.Chapter Two conducts a field survey to understand the current situation of oral communication teaching in junior high schools,identify problems,and analyze their causes According to pragmatics theory.Through questionnaire survey,classroom observation and case studies,it was found that there are problems of poor theoretical knowledge,insufficient teaching context creation,incomplete evaluation system and neglect of non-verbal communication in junior high school oral communication teaching.Analyzing the causes of the problem from the perspective of pragmatics: lack of context,neglect of the characteristics of the pragmatic subject,and failure to develop pragmatic theoretical evaluation.Chapter Three develops solutions for teaching oral communication in junior high school under the guidance of pragmatics theory in response to the above teaching problems and causes.Firstly,paying attention to the different communicative context and implementing contextual teaching;secondly,realize communicative intention according to the characteristics of the communicative subjects;finally,follow the pragmatic principles and establish an open evaluation system.Through the above strategies,the pedagogy of oral communicative pragmatics in junior high school was established.