Developing-pragmatic-competence

英语教学法程》王蔷复习题陕西师范大学《英语教学法教程》复习题Unit 1 (3)Unit 2 (3)Unit 3 (3)Unit 4 (3)Unit 5 (4)Unit 6 (4)Unit 7 (4)Unit 8 (4)Unit 9 (4)Unit 10 (5)Unit 11 (5)Unit 12 (5)Unit 13 (5)Unit 14 (7)Unit 15 (7)综合复习题 (9)第三模块复习题Unit 1Views on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the language” rather than “teach about the language”. What are the major differences between these two approaches tolanguage teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina social context.5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Unit 2What is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 41. What is the Grammar-Translation Method?2.What is the Functional-Notional syllabus?3.What?s the di fference between Grammar-Translation Method and the Functional-Notional Approach?4. What is Sociolinguistics? Can you give some examples in your daily life?5. What is Language acquisition and language learning?6.What is the Natural Order of language acquisition?Unit 5What is classroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal with errors?Unit 6Critical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7Grammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8What does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9Characteristics of listening processPrinciples and models for teaching listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10What are the characteristics of spoken language? Discuss their implications to teaching.Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11The role of vocabulary in reading: sight vocabularySkills involved in reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?Unit 12What is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Unit 13I: What is the teacher?s role in communicativeLanguage teaching?I I: Decide which of the followings are “ traditional teaching methods” and which are communicative teaching methods”.1. The teacher tries to help them remember the meaning of each word by reading it mechanically again andagain.2. Students read the pattern drills aloud and then translate them one by one into Chinese. (or: first targetlanguage into mother tongue, then mother tongue into target language.)3. “Jigsaw” listening or reading--- the students read or listen to different texts, then they exchange with each other the information they have gained from them.4. The teacher refers to a picture，which everyone in the class can see and asks questions about the picture.5. Mini-research and questionnaires-students walk around the class to do a mini-investigation on certain topicthey are interested in by asking the other students question.6. The students read aloud the new words and expression by imitating their teacher or by listening to the tape.7. Students make sentences following the given pattern or sentence structure.8. Students present their own ideas or opinion on certain topic.9. Students read the text aloud.10. Students speak according to the roles assigned to them in a given situation11. Students do the written exercises, such as filling in the blanks with the correct forms of the verbs, adverbs, or prepositions, or they do multiple choice exercises .12. The text would be read aloud sentence by sentence and each one would be translated.13. The language is natural, so students will learn how speakers of the language actually use it.14. Students can learn more about the language by examining the discourse (how the text is organized and language is used to hold it together) and more about the background culture, which will help them comprehend future texts.15. The teacher teaches grammar rules. The teacher explains and illustrates them by pointing to examples in the text or by thing examples from dictionaries or grammar books.16. Real life is brought into the classroom, so that students are doing in class to what they might have to do later in life.17. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.18. Students in pairs are given different bits of information. By sharing this separate information they can completea task.19. Students in groups do debating, arguing about the advantage and disadvantage of T.V.20. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing thesentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.III: Look at the following …role definitions? and the list of some a teacher?s functions. For each of these functions, decide which role is most appropriate ( in some cases more than one …role? may be involved)Rolesa. diagnosticianb. plannerc. managercontrollere. participantf. instructorg. assessorh. prompter1. to find out (as far and as consistently as possible the needs, interests, language difficulties and preferred learning styles of the students.2. to foster a group feeling(cooperation, liking, common aims, mutual confidence, etc)3. to ensure that learners have clear short and long-term learning objectives.4. to assess the progress of individual and of the class as a whole5. to ensure that learners are aware of this progress.6. to encourage students to take responsibility for their learning.7. to vary patterns of interaction within the lesson according to the precise aims and the nature/feeling of the group.8. to ensure that the students find their involvement sufficiently challenging.9. to analyse and present realistic …chunks? of the target language for students to process.10. to select and introduce activities and materials for language work.11. to help students develop positive, individual strategies for learning.Unit 141. What is bottom-up approach and top-down approach?2. What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. What?s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.1． What is bottom-up approach and top-down approach?2．What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. what?s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.Unit 15As a successful listener, he should be able to demonstrate his success by correctly reproducing the aural message, requires important information.The purpose for listening in real life are: :a. get informationb. to maintain social relationsc. to be entertained.Language and background knowledge constitute the two main sources of informationFor different purpose people use different listening skills;a. listening for a general ideab. listening for specific informationc. listening for detailed informationd. listening for inferring information ( listen to decode what is indirectly expressed, including the relationships between speaker, the moods or attitudes of the speaker, the physical setting of the text.e. note-takingGuidelines for designing effective listening tasks:a. the listening skill the students are required to developb. students? interests, needs, language level and potential problemsc. the class size, time available, teaching aidsDesigning tasks to develop the skill of listening for general ideaa. decide a titleb. write out the answersc. write a summaryd. look at a list of words and circle those used by the speakere. fill in blanksf. sequencing the main pointsconducting a listening classthe teacher can be thought of as a “director” and the students “actors”Task for director:a. gives an introductionb. monitor and observec. make comments or diagnose problemsthe t eacher?s role in listening class is just like director. A listening class is divided into three stages: pre-listening, while-listening and post-listening stages.Pre-listening stage a period before the students start listening. The main tasks of the pre-listening stage area. introduce about the topicb. introduce the type of the textc. introduce some background informationd. make predictions about the content and make a list of words which may occur in the listening text.While-listening stageIt is the period in which the students perform the act of listening. This is the stage in which students actually carry out all the activities while the teacher observes and operates the machine.The tasks in this stage are:a. listening for general ideab. listening for specific informationc. listening for inferringActivities:a. filling details in a formb. labeling a piece of graphic materialc. taking notesd. correcting something already writtene. ticking off items in a listf. drawing the picture or diagramg. carrying out actionsh. arranging events or information in the correct sequencei. judging whether some statements about the listening textare true or falsePost-listening stage: a period after listeningTasks:a. checks student?s answersb. points out their problemsc. explains the listening textd. oral summarye. written summaryf. create the situation for students to do role-playg. express your own view about the topic of the text.h. solve a given set of problems using the information you have learnt from the texti. hold discussion with your group on the topicj. write a letter to complain about the situation described in the listening text.k. write the same situation in your experience综合复习题Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast intoa table.3. In which of the following situations is the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several questions about old people andasks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people?s life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and answer the multiple-choice question.In this dialogue, the speakers are talking about________.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if theyare designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficulII. DefinitionDirections: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what you?ve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina social context.2.The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.4. The overall language ability required in the 2001 NationalEnglish Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure that they applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students? current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interestin such a talk.2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.Solutions:1）The teacher can ask the students to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to forma hobby club.3) It?s b etter to explain to the students the value of such kind of activity.4) The teacher can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students.Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.2) The content of news reports may not be relevant to the course requirement of middle school English.Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study.It is necessary to bear in mind the students" needs when selecting materials for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。

英语教学法考试重点（1）Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that process Four components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location theparticipants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined actsand badly behaving students(1)Act immediately(2)Stop the class(3)Rearrange the seats(4)Change the activity(5)Talk to students after class(6)Create a code of behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。

Pragmatics is a subfield of linguistics that studies how context and social factors contribute to meaning in language. It looks at how language is used in real-life situations and how it can be interpreted beyond its literal or grammatical meaning. Pragmatics also examines howmunicative acts are performed and understood, including the role of speaker intentions, assumptions, and presuppositions inmunication.1. Definition of PragmaticsPragmatics is the study of how context influences the interpretation of language. It focuses on the use of language inmunication, taking into account the speaker's intentions, the context of the conversation, and the social and cultural factors that may impact meaning. Unlike semantics, which deals with the literal meaning of words and sentences, pragmatics looks at the implied or inferred meaning of language in use.2. Key Concepts in Pragmaticsa. Speech ActsOne of the central concepts in pragmatics is speech acts, whichrefers to the actions performed by speakers through their utterances. These actions can include making requests, giving orders, making promises, or expressing opinions. Speech acts are not just about the words themselves, but also the intentions and effects behind them.b. Grice's MaximsGrice's conversational maxims are another important concept in pragmatics. These maxims, proposed by philosopher H.P. Grice, outline the principles that guide cooperativemunication. They include the maxims of quantity, quality, relevance, and manner, which suggest that speakers should be informative, truthful, relevant, and clear in theirmunication.c. ImplicatureImplicature refers to the inferred meaning that arises from an utterance, beyond its literal meaning. The study of implicature is central to the understanding of how context and pragmatic principles affect the interpretation of language. For example, when someone says "It's cold in here," the implicature might be a request to close a window or turn up the heat.3. Applications of PragmaticsPragmatics has implications for various areas of language use, including language teaching, cross-culturalmunication, and discourse analysis.a. Language TeachingIn language teaching, an understanding of pragmatics is crucial for learners to effectively use language in real-world situations. Teaching pragmatics involves helping learners understand the appropriate use of language in different contexts and how to interpret the implied meanings and intentions inmunication.b. Cross-Cultural CommunicationPragmatics also plays a significant role in cross-culturalmunication. Different languages and cultures may have varying pragmatic norms and conventions, leading to potential misunderstandings or mimunications. By understanding the pragmatic differences between languages, individuals can navigate cross-cultural interactions more effectively.c. Discourse AnalysisIn discourse analysis, pragmatics is used to examine how language is used to achievemunicative goals in different contexts. This includes studying the patterns of interaction, power dynamics, and politeness strategies in discourse, as well as how context influences the interpretation of language in specific settings.4. Challenges and Controversies in PragmaticsDespite its importance, pragmatics also faces several challenges and controversies in its study. These include issues related to the cultural and context-specific nature of pragmatic meaning, the difficulty of establishing universal pragmatic principles, and the role of pragmatics in language processing and understanding.a. Cultural and Context-Specific NatureOne challenge in pragmatics is the recognition of the cultural and context-specific nature of pragmatic meaning. Differentcultures may have unique norms and conventions formunication, leading to variations in pragmatic interpretation. This makes it difficult to establish universal rules for pragmatic understanding.b. Universal Pragmatic PrinciplesAnother controversial issue is the search for universal pragmatic principles. While some scholars argue for the existence of cross-linguistic and cross-cultural pragmatic principles, others emphasize the diversity and variability of pragmatic norms across languages and cultures. This ongoing debate reflects theplexity of studying pragmatics on a global scale.c. Pragmatics and Language ProcessingThe relationship between pragmatics and language processing is another area of contention. Some researchers argue that pragmatics is an essentialponent of language understanding, while others m本人nt本人n that it is secondary to the processing of grammatical and semantic information. Resolving this issue has implications for the study ofmunication disorders and the development of natural language processing systems.5. ConclusionIn conclusion, pragmatics offers valuable insights into theplex nature of language use and interpretation. By examining the role of context, social factors, and speaker intentions inmunication, pragmatics enhances our understanding of how language works in the real world. Despite the challenges and controversies it faces, the study of pragmatics continues to be an important and dynamic field within linguistics, with implications for language teaching, cross-culturalmunication, and discourse analysis. As we strive to better understand the multifaceted nature of language andmunication, pragmatics rem本人ns a crucial area of investigation.。

毕业论文外文译文Due to the increasing globalization and internationalization of the business world, the ability to communicate effectively in a foreign language has become a crucial skill for graduates. However, many studies have shown that traditional language education methods are not always effective in developing this skill. This paper explores the use of communicative language teaching (CLT) as a more effective approach to foreign language instruction.CLT is an approach to language teaching that emphasizes the importance of communication and interactions in the language learning process. Traditional language education methods often focus on grammar and vocabulary drills, which prioritize accuracy over communicative competence. In contrast, CLT promotes the use of authentic materials and real-life situations to encourage learners to actively engage in meaningful communication.One of the main advantages of CLT is that it enhances learners' motivation and engagement in the language learning process. Traditional language education methods can be dry and repetitive, which can lead to boredom and disinterest among learners. In contrast, CLT provides learners with opportunities to use the language in practical, real-life situations, making the learning experience more meaningful and enjoyable.Furthermore, CLT enables learners to develop not only their linguistic competence but also their communicative competence. Communicative competence refers to the ability to use language appropriately and effectively in different social and cultural contexts. Traditional language education methods often prioritizethe acquisition of grammar rules and vocabulary, neglecting the importance of sociolinguistic and pragmatic aspects of language use. In contrast, CLT emphasizes the importance of developing all aspects of communicative competence, including cultural awareness and interpersonal skills.Another advantage of CLT is that it promotes the development of critical thinking and problem-solving skills. Traditional language education methods often focus on rote memorization and repetition, which limit learners' ability to think critically and apply their knowledge to real-life situations. In contrast, CLT encourages learners to engage in meaningful communication, which requires them to think critically, make decisions, and solve problems in the target language.In conclusion, CLT offers several advantages over traditional language education methods. It enhances learners' motivation and engagement, promotes the development of communicative competence, and fosters critical thinking and problem-solving skills. Therefore, it can be a more effective approach to foreign language instruction in the context of increasing globalization and internationalization.。

2025年教师资格证考试《英语学科知识与教学能力》(高级中学)模拟试卷1.【单项选择题】Chomsky believes that a grammar must _______all the grammat（江南博哥）ical sentences in a language.A. makeB. useC. generateD. understand正确答案：C参考解析：题目问的是关于乔姆斯基的转换生成语法观点。

乔姆斯基认为人类学习和使用语言不是靠机械模仿和记忆，而是不断理解和掌握语言规则，举一反三地创造性地运用的过程。

2.【单项选择题】Don't defend him anymore. It's obvious thathe_______destroyed the fence of the garden even without an apology.A. accidentallyB. carelesslyC. deliberatelyD. automatically正确答案：C参考解析：考查副词辨析。

accidentally“意外地，偶然地”；carelessly “粗心地，大意地”；deliberately“故意地”；automatically“自动地”。

句意：不要再为他辩护了，很明显，他是故意弄坏花园篱笆的，甚至也没有道歉。

3.【单项选择题】Which of the following italicized parts is a subject clause?A. We are quite certain that we will get there in time.B. He has to face the fact that there will be no pay rise this year.C. She said that she had seen the man earlier that morning.D. It's sheer luck that the miners are still alive after ten days.正确答案：D参考解析：A项是表语从句，是一个主系表的结构，B项是同位语从句，that引导的同位语从句补充说明先行词的内容，C项是宾语从句，that引导的宾语从句做谓语动词said的宾语；只有D项是主语从句，it是形式主语，真正的主语是后面的that从句部分。

1.现代培训与开发建立共同愿景building shared vision团队学习team learning改变心智模式improve mental models自我超越personal mastery系统思考system thinking智力资本intellectual capital人力资本human capital胜任力competency关键事件技术critical incident technique行为事件访谈法behavior event interview准时培训just in time2.战略性培训与开发愿景vision战略性培训I strategic training领导胜任力模型competence model评价中心assessment center发展中心development centre管理技能开发management skills development人本主义范式humanist paradigm胜任力中心competence centre自我提升意识self-awareness for advance培训培训者train the trainer战略性员工strategic training of employees model 培训模型3.培训中的基本学习原理建构主义constructivision成败归因attribution of success and failure体验式学习experiential learning干中学learning by doing行动学习action learning在线学习e-learning体验式学习experiential learning4.培训需求分析胜任力compentence职位概描position profiling个人概描personal profiling5.新员工导向培训新员工导向培训employee orientation 组织社会化organizational socialization工作室workshop6.在职培训与脱产培训在职培训on the job training师带徒apprenticeship导师制mentoring导师mentor工作轮换job rotation行动学习action learning演讲法presentation methods讲课lecture案例研究法case study情景模拟法simulation training 管理游戏法management games 商业游戏法business games角色扮演法role plays行为示范法behavior modeling一揽子公文in-basket 处理法7.应用新技术进行培训准备性readiness任务情境phenomenaria信息库information banks建构工具箱construction kits网络培训network training任务管理者task managers课堂社区class community电信技术培训technology based training多媒体远程培训multimedia distance learning计算机辅助培训computer-assisted training技术辅助远程培训technology-assisted distance learning 媒体辅助远程培训media-assisted distance learning直接提供正确结论beyond the informance given不直接提供正确结论without the information given8 .管理开发培训双环学习理论 double-loop learning领导-成员交换 leader-member exchange敏感性训练 sensitive training相互作用分析 transactional analysis9 .培训有效性评估培训有效性 training effectiveness资源需要模型 resource requirement model过程评估formative evaluation 综合评估summative evaluation 睡眠效应sleeper effect 方差分析analysis of value 成本有效性cost-effectiveness 成本-收益cost-benefit 投资回报 return on investment10 .领导力开发socialization reinforcement insight self reflection mental imagery collaborative assessment人际互动强化顿悟自我反省心象合作性评价11 .高科技企业管理人员管理技能的培训与开发technical skill team building human skill conception skill decision making negotiation skill专业技能 团队建设 人文技能概念技能决策谈判技能。

学英语模仿的重要性英语作文Learning English through modeling is a highly effective approach that can significantly improve language proficiency. Modeling, the process of observing and imitating the speech patterns and behaviors of proficient English speakers, plays a crucial role in the acquisition and development of English language skills. This essay will explore the various ways in which modeling contributes to successful English language learning and highlight its importance in the pursuit of fluency.One of the primary benefits of modeling in English language learning is the opportunity it provides for learners to internalize the natural rhythm, intonation, and pronunciation of the language. By carefully observing and listening to native or highly proficient English speakers, learners can develop a keen understanding of the subtle nuances of the language, such as stress patterns, vowel sounds, and the flow of conversational speech. This exposure to authentic language use allows learners to gradually shape their own speech to more closely resemble the target language, leading to improved intelligibility and confidence in communication.Moreover, modeling not only enhances the learner's phonological awareness but also contributes to the development of grammatical structures and vocabulary. By observing how proficient speakers construct sentences, use various grammatical forms, and employ appropriate vocabulary in different contexts, learners can internalize these language patterns and integrate them into their own speech. This process of absorption and imitation helps learners to develop a more intuitive grasp of the language, enabling them to produce more natural and coherent discourse.In addition to improving linguistic competence, modeling also plays a crucial role in the development of sociolinguistic and pragmatic skills. Proficient English speakers not only use the language correctly but also adapt their communication styles to different social situations and cultural contexts. By observing and emulating these subtle nuances, learners can develop a deeper understanding of the appropriate use of language, including the use of formal or informal register, the application of politeness strategies, and the interpretation of nonverbal cues. This awareness of the social and cultural aspects of language use is essential for effective cross-cultural communication and the avoidance of pragmatic failures.Furthermore, modeling can have a profound impact on learners' confidence and motivation in the language learning process.Observing and imitating proficient speakers can provide learners with a tangible sense of achievement and progress, as they witness their own skills gradually improving through the consistent practice of modeling. This sense of accomplishment can foster a positive attitude towards language learning, leading to increased engagement, persistence, and a stronger desire to continue improving.It is important to note that the effectiveness of modeling in English language learning is not limited to the acquisition of linguistic skills. Modeling can also serve as a powerful tool for developing learning strategies and fostering autonomous language learning. By observing how proficient speakers approach the language learning process, learners can gain insights into effective study habits, resource utilization, and self-regulation techniques. This can empower learners to take a more active and responsible role in their own language development, leading to greater long-term success.However, it is crucial to recognize that modeling is not a one-size-fits-all approach, and its effectiveness may vary depending on the individual learner's learning style, cognitive preferences, and prior language learning experience. Some learners may benefit more from a combination of modeling and other language learning strategies, such as explicit instruction, practice exercises, and feedback. Educators and language instructors should therefore strive to createlearning environments that offer a diverse range of learning opportunities, including opportunities for modeling, to cater to the diverse needs and preferences of their students.In conclusion, the importance of modeling in English language learning cannot be overstated. By observing and imitating the speech patterns and behaviors of proficient English speakers, learners can develop a deep understanding of the language, improve their linguistic competence, and enhance their sociolinguistic and pragmatic skills. Furthermore, modeling can boost learners' confidence and foster a positive attitude towards language learning, ultimately leading to greater success in the pursuit of English language proficiency. As such, incorporating modeling into language learning strategies and creating opportunities for learners to engage in this practice should be a priority for educators and learners alike.。

The Cultivation of Pragmatic Competence in College EnglishTeaching1.IntroductionWith the acceleration of globalization and internationalization, more and more cross-cultural communication occurs. English as a universal communicative tool, is used most commonly. Therefore, to understand the language and to use it appropriately is becoming crucial important. Successful communication requires not just a high level of linguistic competence, but also a corresponding level of pragmatic competence. However, in many colleges, the students are short of pragmatic competence, they often commit pragmatic errors in communication or use too much Chinglish. Teachers’ instruction concentrates much on the content of textbooks and skills training, while the development of st udents’ pragmatic competence is almost completely ignored. Thi s kind of language teaching can’t meet the need of modernization and cross-cultural communication. Thus, it is of great necessity to draw a clear picture about the current level of English pragmatic competence of Chinese college students. This study intends to explore the main causes of college students’ low pragmatic competence and feasible ways to the cultivation of pragmatic competence, so as to achieve the goal of College English Teaching.2.The Current Situation of College English TeachingCollege English teaching reached its height in the late 1990s for three major reasons. The first reason is, of course, the importance and necessity of English in communication and work because of the increasing opportunities of international interaction. With the rapid development of Chinese economy, more and more world-famous companies set up their branches in China. English got the first place in the college courses for students who wished to seize the chances of working in those companies and joint ventures. The second reason is the issue of the nation-wide College English Test (CET 4 and CET 6). Many companies and working units took the certificates as the language proficiency and many universities relate the certificates to the requirement for graduation. Some students even paid more attention to English than to their majors. The third reason is the English examination for postgraduates. Due to the pressure of good working opportunities, more and more college students took the examination and English became the key factor of their success in the examination. For whatever reasons, there appeared a nation-wide “English Rush”.It has been accepted that language is more than simply a system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. In terms of teaching, it is generally accepted that teachers need to distinguish between students’ knowing various grammar rules and being able to use the rules effectively and appropriately when communicating. But most teachers fail to do so. It seems that college English teachers and textbook compilers ignore the introduction of the pragmatic knowledge related to linguistic form. Consequently, college English students lack the due alertness when it comes to choosing and applying the linguistic form. In an English classroom, the teacher may list various sentence patterns for the students to practice making a request like “Would /Could/Will you please...?”; “I wonder if you could...”; “Would you mind...?” Without giving many instructions on how these sentences are used in different context and which one is more polite than the other, the students may take it for granted that all these expressions are more or less the same, they may firmly remember one strategy of making the request, and use it in any situation when needed. Similarly, when a college student hears a foreigner say, “Don’t y ou think it is a bit cold here?”, he understands the utterance as a question by instinct then makes affirmative or negative res ponse, “Yes, I think so; No, I don’t think so.”. The reason for misunderstanding is that the student is unaware of the underlying meaning in the utterance, which is request “Wou ld you please close the window?”The reason why this failure occurs is that the textbook has not covered communicative strategy on making an indirect request and the teachers make no relevant introduction. The only thing the students learn about is to practice the sentence patterns, the traditional method and teaching principles focus mainly on lexical items and syntactic structures, which can not suit the trend now. We must learn when to use them, under what circumstances they are appropriate, if we want to truly understand what they mean. Students are required to acquire not only linguistic competence but also pragmatic competence. Hence more efforts should be made to further foster students’ pragmatic competence while developing their linguistic competence.3. Significance of Teaching Pragmatics in College English TeachingBecause of the current situation and problems of college English teaching in China, It is of great significance of teaching pragmatics in college English teaching.As is known to most of us, pragmatics is a branch of general linguistics, There are many definitions of pragmatics around. According to David Crystal: “Pragmatics is the study of language from the point of view of users, especially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on other participants in the act of communication” (Crystal 1985:240). In other words, pragmatics is the study of communicative action in its sociocultural context. Leech (1983) focuses on pragmatics as interpersonal rhetoric—the way speakers and writers accomplish goals as social actors who do not just need to get things done but attend to their interpersonal relationships with other participants at the same time.Here, the central element is: pragmatics is the scientific study of how to understand and convey meanings appropriately in different contexts.It is most recognized that the ultimate goal of foreign language learning is to communicate effectively. As English learners, they certainly wish to acquire the same communicative competence as native speakers have. So Thomas (1986, Qt in Jiang, 2003) summarizes the points why pragmatics should be taught as follows:A.Sensitizing learners to pragmalinguistic issues demands new (cognitive) approaches tothe study of language.B.Sensitizing learners to sociopragmatic issues demands different approaches to the studyof language.C.Sociopragmatic “errors” are often not identified as such.D.Sociopragmatic differences are often attributed to rudeness on the part of learners.E.Sensitizing people to sociopragmatic issues is a way of challenging ethnic and nationalstereotype.From Thomas’ summarization, it’s obviously why we should teach students pragmatics during their learning process. The following are the significant meaning of teaching pragmatics.To help them understand fully the potential of illocutionary force of utterances in the target language.To help them make explicit the embedded cultural information which will not be noticed unless taught.To help them perform not only grammatically correct but contextually appropriate linguistic actions.To help them make full use of the range of strategies of certain speech act in various situations so as to enhance both communication an interpersonal relationships, andthis is the ultimate goal of many language learners.To help them to avoid pragmatic failure with the above four aims fully realized.After knowing the significance of teaching pragmatics, now the issue will turn to how to cultivate the students’ pragmatic competence.4. The Methodology of Cultivating Pragmatic Competence in CollegeEnglish TeachingBy now, Language teachers should have realized that pragmatic appropriateness has become an aspect that should not be neglected in language teaching. In addition, they should under stand the importance of developing students’ pragmatic competence along with teaching English language in order to build a bridge over the cross-cultural gap between Chinese and English. So far, there has been no systematic way of developing students’ pragmatic competence, but some possible methods could be worked out. The following are some suggestions on cultivating college students’ pragmatic competence.4.1 Context teachingContext is dynamic and closely related to language use. Drawing the students’ at tention to context contributes to their pragmatic competence. In the college English teaching, teachers should combine the teaching of the linguistic form with that of its linguistic function and make students aware of the importance of the flexible use of language in accordance with different context. Teachers are also suggested to help the students to go beyond the mastery of language structures, to the point where they can use them to communicate meanings in real situation. Therefore, the introduction and analysis of context should be carried out in college English teaching and learning.In the teaching of intonation, teachers should let students know that a sentence may have different intonations in different situations that convey different meanings. For example: the sentence “I beg your pardon” can be spoken in either falling tone or rising tone in different situation contexts: when one speaker does not understand the other speaker, he uses the rising tone to make a request “Could you say it again?”, bu t when one speaker wants to make an apology to the other, he uses the falling tone meaning “I am so sorry knocking you down.” While in the actual use, most of the students have no knowledge of the second situation.In the teaching of written and spoken discourse, helping students to understand thesituation and cultural context is beneficial. When teaching a text, an analysis of the individual sentences is not enough, the author’s writing style, the intention that the author writes the text and the cultural background when the author writes should also be taken into consideration.Teachers should also invite students to analyze the various situational contexts of a spoken discourse to make better understanding of speaker’s meaning and develop strategic competence. For example: teachers may invite students to observe the following conversations:Situation l:Speaker A: The hostess is an awful bore, don’t you think?Speake r B: The roses are lovely, aren’t they?Spe aker B did not answer speaker A’s question. Instead, he mentions something irrel evant that indirectly means, “Let’s not talk about the hostess.” This communicative strategy not only expresses his reluctance in talking about the topic but also makes no offense to speaker A.Situation 2:Speaker A: That’s the phone.Speaker B: I am in the bathroom.Speaker A: Okay.In this situation, both speaker A and speaker B have a good understanding of each other’s intention. Speaker B uses “I am in the bathroom.”indicating a refusal discourse meaning “I can not answer the phone now.” And the speaker A uses “okay”indicating “I know it, maybe I will answer the phone.”Language use is always situated against a complex background with which it is related in a variety of ways. So college English teachers should help the students grasp the skills including both mastery of language structures and the pragmatic competence, to the point, which they can use them to communicate meanings in real situations. As mentioned above, college English teachers should have context awareness, then what problems should be paid attention to in practical teaching? Let`s look at the following principles of context teaching.1)Principle one: present the foreign language in contextThe presentation of meaning and use of a foreign language should take place in some context, either by the materials the class is using or created by the teacher. The context should have a number of characteristics. It should, for example, show what the new language means and how it is used. A lot of useful contexts, therefore, show the new language being used in written materials. The students can thus see or hear the new language at the same time as they understand what it means and how it is used.Ideally the context in which the language is introduced will be a reasonable model for students to imitate and then use as the basis for making their own utterances.In short, teachers should promote communication in genuine sense, that is, to prepare learners for the negotiation of meaning and creation of interpretations within concrete sociocultural contexts.2)Principle two: Give a good contextA good context should be interesting and useful to the students. By “interesting”, it doesn’t mean that all the contexts that the students see have to be wildly funny or incrediblyinventive, but the students should at least want or s ee or hear the information. By “useful”, it indicates the learners’ own perception of the usefulness of the language they are learning can be a powerful motivating force that will foster the development of language proficiency and encourage communication.3)Principle three: The whole is more than the sum of the partsOne of the most significant features of communication is that it is a dynamic and developing phenomenon. In other words it cannot easily be analyzed into component features without its nature being destroyed in the process. It is of course possible to identify various formal features of the way language is used communicatively and they can be studied individually. But this ability to handle this element in isolation is no indication of ability to communicate. What is needed is the ability to deal with strings of sentences and ideas and in the oral modes (speaking and listening) these strings must be processed in what is called “real” time. What is needed is the ability to work in the context of the whole. We should emphasize on the “whole” rather than the sum of the parts.4)Principle four: A mistake is not always a mistakeTraditional CET teaching methods aim at eradicating mistakes by tightly controlling what the learner is allowed to say. When we remove these controls and encourage the learner actually to start using the language to communicate, then from a certain point of view, problems are bound to arise. There are certain factors, which may account for this. One factor, which is often neglected, is that the students may be forced into activities for which he has not been prepared, and in an effort to deal with them he makes mistakes. Trying to express something you are not quite sure how to say is a vital feature of using a foreign language. A learner who makes mistakes because he is trying to do something he has not been told or shown how to do, or which he has not yet mastered, is not really making a mistake at all. Communicating involves using appropriate forms in appropriate ways, and the use of inappropriate or inaccurate forms militates against communication even when it does not totally prevent it. But, if the students occupy a permanent position of inferiority before a critical audience, with little opportunity for asserting their own individuality, they are likely to feel drawn out to communicate with those around them to develop positive attitudes towards their learning environment.In a foreign language class, the teaching and learning activities involve not only the context of situation for a given teaching task, but also the context of culture which is embedded in the task. So culture teaching is also important in CET.4.2 Culture teachingIt is now commonly accepted that language teaching should focus not only on the form of the language, but also on its social rules, the knowledge of when, how and to whom it is appropriate to use these forms. It is also now realized that successful communication involves cross-cultural understanding which among other things, means avoiding pragmatic failure. Language is inextricably tied to culture. Therefore, language teaching should include culture teaching. The fact is, however, in the process of college English teaching, little emphasis has been put on the de velopment of students’cultural awareness and communicative competence. Although some English teachers admit that culture teaching is an important part of language teaching, they insist on putting emphasis on linguistic forms and give only passing attention to cultural components. As a result, although the studentshave received several years of formal English teaching, they frequently remain deficient in the ability to actually use the language, and to understand its use in normal communication, whether in the spoken or written mode. Many a student with good grades in school performs poorly in social situations. Wolfsan points out, “In interacting with foreigners, native speakers tend to be rather tolerant of errors in pronunciation or syntax. In contrast, violations of rules of speaking are often interpreted as bad manners since the native speaker is unlikely to be aware of sociolinguistic relativity (1983:62).So Culture teaching attracts more and more attention from CET researchers. It becomes an inseparable part of college English teaching. So courses about target culture should be included, textbook materials should be approached from a cultural perspective. Language teachers and learners should take greater effort with culture teaching and learning. Next, a brief discussion will be held about how to teach culture both in and out of class.Firstly, we may teach culture by introducing and explaining cultural background knowledge in teaching materials.These cultural points mainly refer to those culturally loaded words, phrases, expressions, idioms, structures or texts. This technique is one of the most widely used techniques in culture teaching and it can be used very well in CET. For instance, the text A Miserable, Merry Christmas in V olume I of College English tells of a happening on Christmas day. In studying this text, the teacher can introduce to students the origin of Christmas, the ways of celebration in Western countries, the related Customs, etc. When explaining subjunctive mood used to show politeness in English, the teacher can at the same time talk about the Politeness Principle in Western cultures. In this way, cultural knowledge is closely linked with language study on one hand, and the students can obtain much useful information about cultural differences between English and Chinese. On the other hand, introduction of cultural background knowledge, as a useful technique, can be best used in learning vocabulary, grammar or texts in Intensive Reading, Extensive Reading or Listening.Secondly, comparison is another widely used technique in culture teaching in class.We Chinese comment, “There can be no differentiation without contrast.”Through comparing native culture with target culture, students can easily make clear the differences and similarities between them and then rapidly develop intercultural awareness. For example, when dealing with the text Profits of Praise in College English, we can take the opportunity to compare people’s different reactions or replies to compliments in China and in western countries. When studying The Present and Big Bucks the Easy Way we can compare the different attitudes to the old and the young and conceptions of independence in families in Chinese culture and in western culture, through comparison, students will have a clear idea about the different beliefs, different value systems, different concepts of the Chinese and the westerners. Such kind of comparison not only makes culture teaching possible in language learning but also helps students to have a better understanding of the articles they read.Thirdly, emphasis on culturally loaded words or expressions is a good and effective way of teaching culture.Word is the primary unit of a language, it links phonetics and grammar. Wilkins points out that without grammar, we cannot express well, but without words we cannot express at all. So word study constitutes the cornerstone of language teaching, it deserves great attention. Furthermore, words are the chief carriers of culture, many words are culturallyloaded, they have their denotations and at the same time they have their connotations or associations, which are closely related to their culture. Thus culturally loaded words always block students in learning English and trap students in communication.Therefore, it is essential that students of a foreign language know not only the denotation of words, but also the connotations, the associations and the communicative value. In English, such kind of culturally loaded words mainly include single words, phrases or allusions, idioms, etc. For some, we can’t find direct equivalent words in Chinese, such as cowboy, hippie, individualism, gold rush, baby-sister, etc. For others, the seemingly equivalent words in Chinese are actually different. For example, peasant in English vs. nong min in Chinese; comrade vs. gan bu, landlord vs. di zhu; yellow vs. huang se, lover vs. ai ren, boyfriend vs. nan peng you, etc. There are too many such words to be covered at one time. All these pairs are not really equivalent in their connotations and associations. Some animal words, such as dog, drago nand color words, such as yellow, red, white and blue etc. are also culturally loaded. As to some allusions or idioms, unless one knows the stories related to them, he or she really cannot capture their real meaning. For example: Uncle Tom, Achilles’heel, boycott, Edsel, volkswgon, Catch-22 or Catch-23.These culturally loaded words really f orm an obstacle to our students’reading and understanding. So it is quite necessary for teachers to pay special attention to these “trap”words. As Will Cadeton suggests, “Careful with fire”, is good advice, we know, “careful with words”, is ten times doubly so.Learning a foreign language doesn’t only mean mastering the correct linguistic forms. As Deng Yanchang proposes, learning a foreign language means “seeing the world as native speakers of that language see it, learning the ways in which their language reflects the ideas, customs, and behavior of their society, and learning to understand their language of the mind. Learning a language, in fact, is inseparable from learning its culture.” So we can safely conclude that learning a foreign language should involve the training of communicative competence, and pragmatic competence in particular, to avoid pragmatic failure.5. ConclusionIt has been well documented that successful communication requires not only just a high level of linguistic competence, but also a corresponding level of pragmatic competence. This paper tries to discuss the current situation of pragmatic competence in college English teaching and the significance of teaching pragmatics in CET. However, in the current college English teaching, language is still regarded as a system of rules. What the students mastered is only the linguistic forms not the pragmatic function in which they perform. In China, college English teachers have not paid enough attention to the training of communicative competence in college students, whose cultural awareness of the target language is still relatively low, even though much has been done in recent years. What many Chinese college students master is only linguistic competence, so communication breakdown occurs at all levels on their pragmatic use of language. Therefore, the development of college students’ pragmatic competence is not only a necessary but also an urgent task in college English teaching. In response to it, in this paper, several tentative suggestions are proposed on how to help students to cultivate their pragmatic competence from context teaching and culture teaching two aspects.This is the mainly part of this paper.The study on pragmatics and foreign language teaching shows that pragmatic competence of the English language, as a foreign language may not be improved naturally with the enlargement of vocabulary idiomatic usage and sentence patterns, which fall into the category of linguistic competence. The knowledge of pragmatics should be purposely taught. To cultivate pragmatic competence calls for the use of pragmatic knowledge in the practice of college English teaching and learning. If all the foreign language educators involved in college English teaching make concerted efforts to become an explorer, there will be a promising prospect of college English teaching in the near future.Bibliography[1] Bardovi-Harlig, K & R. Mahan-Taylor. Teaching Pragmatics[M]. 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