CHAPTER 1 INTRODUCTION 1
1.1 Globalization of English 1
1.2 College English teaching in China 2
1.3 Information about College English textbook writing in China 5
1.4 Aim of the study 6
1.5 Significance of the study 9
1.6 Research questions 9
1.7 Organization of the book 10
CHAPTER 2 RESEARCH ON PRAGMATICS 12
2.1 Pragmatics:an overview 12
2.1.1 Pragmatics:a definition 13
2.1.2 Features of pragmatics 15
2.2 Research on pragmatics in language teaching and materials development:an overview 19
2.3 Research on pragmatics in ESL/EFL teaching/learning:past studies 29
2.3.1 Teachability 30
2.3.2 Role of instruction 33
2.3.3 Effect of instruction 34
2.3.4 Summary of the major findings and arguments 44
2.4 Research on pragmatics in ESL/EFL materials development:past studies 45
2.4.1 Authenticity in textbooks 46
2.4.2 Presentation of speech acts in textbooks 53
2.4.3 Pragmatic knowledge contained in textbooks 58
2.4.4 Effect of pragmatic input on the development of learners'pragmatic competence 60
2.4.5 Summary of the major findings and arguments 63
2.5 Summary 64
CHAPTER 3 THEORIES OF SLA AND PRAGMATICS 65
3.1 Theories of language teaching and learning 65
3.1.1 Second language acquisition(SLA) 66
3.1.2 Cognitive perspectives of second language acquisition 68
3.1.3 Sociocultural perspectives of second language acquisition 69
3.1.4 Communicative language teaching 70
3.1.5 Task-based language teaching 73
3.1.6 Intercultural language teaching(ILT) 75
3.2 Theories and concepts of pragmatics 77
3.2.1 Pragmatic competence 77
3.2.2 Speech act theory 79
3.2.3 Interlanguage pragmatics 82
3.2.4 Intercultural pragmatics 82
3.2.5 Sociopragmatics 85
3.2.6 Categorization of pragmatic knowledge 85
3.2.7 Textbook analysis framework 87
3.3 Summary 88
CHAPTER 4 PRAGMATICS IN COLLEGE ENGLISH CLASSROOMS 90
4.1 Designing the study 90
4.1.1 Research methods 91
4.1.2 Data collection and data categorization 95
4.2 Research data report 96
4.2.1 Questionnaire data 96
4.2.2 Content analysis data 112
4.2.3 Classroom observation data 125
4.2.4 Interview data 129
4.3 Findings 135
4.4 Summary 138
CHAPTER 5 A PRAGMATIC ANALYSIS 139
5.1 RQ1:How do Chinese teachers and students perceive pragmatic knowledge in the process of teaching/learning and in College English textbooks? 139
5.1.1 Importance of pragmatics in teaching and learning English 139
5.1.2 Perception of pragmatics in College English textbooks 142
5.1.3 Ways of teaching pragmatics in College English classrooms 145
5.1.4 Proficiency and perception of learning and teaching pragmatics 147
5.2 RQ2:What is the nature of pragmatic materials and tasks included in College English textbooks? 149
5.2.1 Quantitative analysis of pragmatic materials and tasks in CE textbooks 150
5.2.2 Qualitative analysis of pragmatic materials and tasks in CE textbooks 152
5.3 RQ3:How do Chinese College English teachers incorporate pragmatic materials and tasks into the classroom? 173
5.3.1 Teaching pragmatics in College English classrooms,how likely 174
5.3.2 What to teach:pragmatic input in College English classrooms 178
5.3.3 How to teach:pragmatic approach in College English classrooms 182
5.4 Summary 195
CHAPTER 6 CONCLUSIONS:TOWARDS A NEW MODEL OF TEACHING PRAGMATICS 197
6.1 Re-orientation of College English teaching in China 197
6.2 Conclusions 199
6.3 Teaching pragmatics:a model 202
6.3.1 Teaching pragmatics:content 203
6.3.2 Teaching pragmatics:process 204
6.4 Implications 207
6.4.1 Implications for teaching and learning 210
6.4.2 Implications for pedagogy 210
6.4.3 Implications for teachers'professional development 216
6.4.4 Implications for materials development 217
6.5 Limitations of the study and recommendations for further research 220
REFERENCES 223
Table 2.1 Topics and contexts in pragmatics in language teaching and materials development research 21
Table 2.2 Topics and contexts in pragmatics in language teaching 26
Table 2.3 Topics and contexts in pragmatics in materials development 48
Table 3.1 Revised Bloom's Taxonomy 75
Table 3.2 Points of articulation between culture and language 77
Table 3.3 Textbook analysis framework 87
Table 4.1 Demographic data of teachers 98
Table 4.2 Teachers'views on pragmatics in English teaching/learning and textbooks 99
Table 4.3 Demographic data of students 105
Table 4.4 Perceptions on pragmatics in teaching/learning,and textbooks 107
Table 4.5 Means of questions 8-13 in student'questionnaire 110
Table 4.6 Pages and units in CE Integrated textbooks 113
Table 4.7 Pragmatic knowledge in CE Integrated textbooks 113
Table 4.8 Descriptive statistics of pragmatic knowledge in CE Integrated textbooks 114
Table 4.9 Descriptive statistics on types of pragmatic knowledge in CE Integrated textbooks 114
Table 4.10 Descriptive statistics of types of pragmatic knowledge in CE Integrated textbooks 115
Table 4.11 Other cultures mentioned in CE Integrated textbooks 118
Table 4.12 Pages and units in Listening and Speaking textbooks 119
Table 4.13 Pragmatic knowledge in L＆S textbooks 119
Table 4.14 Descriptive statistics on pragmatic knowledge in L＆S textbooks 120
Table 4.15 Number of pages including pragmatic knowledge 120
Table 4.16 Explicit mention of speech acts in L＆S textbooks 121
Table 4.17 Time allotment for classroom teaching 125
Table 4.18 Types of pragmatic knowledge taught in class 126
Table 4.19 Students'oral presentations done in class 127
Table 5.1 Means of Question 9 149
Table 5.2 Means of Question 10 149
Table 5.3 Distribution and categorization of students'presentations 192
Figure 3.1 Theoretical framework of language teaching 66
Figure 3.2-1 Bachman's model of communicative competence 72
Figure 3.2-2 Language competence 72
Figure 3.3 Categorization of pragmatic knowledge 86
Figure 4.1 Most often used approach to teaching pragmatic knowledge(teacher questionnaire) 100
Figure 4.2 Knowledge most often taught in class(teacher questionnaire) 101
Figure 4.3 Most frequently used pragmatic task in class(teacher questionnaire) 102
Figure 4.4 Most preferred way to teaching pragmatic knowledge in class(teacher questionnaire) 102
Figure 4.5 Order of importance in learning English(teacher questionnaire) 103
Figure 4.6 Pragmatic tasks most frequently used in class(student questionnaire) 108
Figure 4.7 Channel liked most to get pragmatic information in class(student questionnaire) 108
Figure 4.8 English abilities you want to improve most(student questionnaire) 109
Figure 4.9 Importance of grammar,vocabulary,pronunciation,knowledge on how to use language(student questionnaire) 109
Figure 4.10 Expressing disagreement 123
Figure 5.1 Means of Questions 8-13 in the student questionnaire 148
Figure 5.2 Degree of politeness 166
Figure 5.3 Percentage of pragmatic knowledge in CE textbooks 173
Figure 5.4 The revised Bloom's taxonomy 194
Figure 6.1 Framework of teaching pragmatics 203
Figure 6.2 Teaching pragmatics:content 205
Figure 6.3 Teaching pragmatics:process 208
Figure 6.4 Teaching pragmatics:a model 209