| The supreme goal of English teaching is to cultivate talents who can communicate.The strength of English communication ability depends on many factors,but the most important thing is pragmatic ability.Reading teaching plays an important role in English teaching.Reading includes not only linguistic knowledge such as phonetics,vocabulary,and grammar,but also nonlinguistic knowledge such as social culture,encyclopedia,and communicative scenarios.Therefore,it is necessary to cultivate students’ pragmatic competence in reading teaching.The "Compulsory Education English Curriculum Standard(2011 Edition)"(new curriculum standard)clearly states that the overall goal of the English curriculum in the compulsory education stage is to enable students to form a preliminary comprehensive language ability through English learning and improve their comprehensive humanistic literacy.Pragmatics emphasizes improving the ability of language learners to use language to communicate in real contexts.Based on the context theory,cooperation principle,politeness principle and relevance theory in pragmatics,the author integrates pragmatic teaching into reading teaching.In addition,discussing the role of pragmatics in helping students master English language knowledge and improve their comprehensive language ability.Thus,this thesis focuses on the three main questions:(1)What is the current situation of English reading teaching in primary school from the pragmatics perspective?(2)What is the attitude of primary school English teachers towards pragmatic teaching?(3)How can pragmatic theory better promote the classroom teaching of primary school English reading?The objects of this research are the students of Primary School H in Nanning City and the English teachers in the X District where the school is located.The thesis is divided into three parts,including introduction,main body and conclusion.The introduction part is the background of the topic,research significance,research methods and research problems.The main body includes five chapters,as follows:The first chapter is the literature review,which is the collation of relevant literature at home and abroad.The main contents are domestic foreign language pragmatics,pragmatics and English teaching and English reading teaching literature sorting.The second chapter is the explanation of the theoretical basis and core concepts.Theoretical foundations include context theory,pragmatic rules,relevance theory,and interpretations of reading,reading instruction,and pragmatic concepts.The third chapter is the data collection and arrangement of this research.The fourth chapter discusses the reasons for the existence of the problem from two aspects of teachers and students.The reasons at the teacher level mainly include low attention to the application of pragmatics in reading teaching,unclear grasp of the curriculum concept,low level of pragmatics,single form of pragmatic teaching activities,and inappropriate speech behavior;the reasons at the student level are mainly There are restrictions on study habits,lack of comprehension,and weak oral skills.The fifth chapter puts forward some strategies for the application of pragmatics in English reading teaching in primary school.The proposed countermeasures mainly include improving the language level and cultural literacy of primary school English teachers,improving the context teaching awareness of primary English teachers,paying attention to the flexible use of pragmatic rules,students feeling the value of English in the context,increasing pragmatic confidence,and learning by doing to promote the improvement of pragmatic ability.The last part is the conclusion,which includes research conclusions,deficiencies and prospects.The conclusion is drawn through research and analysis,pragmatics and language learning are inseparable,and pragmatics plays a huge role in promoting students’ thinking quality,the formation of cross-cultural awareness and the flexible application of language in reading teaching. |
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