Chapter 1：INTRODUCTION 1
1.1 English in the world 1
1.2 College English learning and teaching in China 4
1.3 This empirical study 9
1.4 Research questions and aims of the study 11
1.5 Significance of the study 13
1.6 Overall structure of the book 14
Chapter 2：LITERATURE REVIEW 17
2.1 Pragmatics 17
2.1.1 Introduction to pragmatics 17
2.1.2 Definitions of pragmatics 19
2.1.3 Features of pragmatics 22
2.1.3.1 Language users 22
2.1.3.2 Context 22
2.1.3.3 Meaning 24
2.1.3.4 Social interaction 24
2.1.4 Categorization of pragmatic knowledge 25
2.2 Research on pragmatics in ESL/EFL learning and teaching 27
2.2.1 Learners'pragmatic awareness 30
2.2.2 Instruction in pragmatics 34
2.2.3 Pragmatic failure and speech acts 39
2.2.4 Pragmatic competence 45
2.3 Research on language learning strategies in ESL/EFL learning 55
2.4 Summary 65
Chapter 3：THEORETICAL FRAMEWORK 67
3.1 Second language acquisition(SLA) 68
3.2 Theory of pragmatics 70
3.2.1 Interlanguage pragmatics 70
3.2.2 Intercultural/cross-cultural pragmatics 72
3.2.3 Sociopragmatics 73
3.2.4 Pragmatic competence and communicative competence 74
3.2.4.1 Canale and Swain's model 78
3.2.4.2 Bachman's model 79
3.2.5 Speech act theory 81
3.2.5.1 Austin's speech act theory 82
3.2.5.2 Searle's speech act theory 82
3.3 Theory of intercultural communication 87
3.3.1 Culture and language 87
3.3.2 Interculturality 89
3.3.3 Intercultural communication 90
3.3.3.1 Perception 91
3.3.3.2 Beliefs 92
3.3.3.3 Values 92
3.3.4 Intercultural competence 93
3.4 Theory of English as a lingua franca(ELF) 95
3.4.1 Kachru's three circle model of English 95
3.4.2 World Englishes and world standard English 96
3.4.3 English as a lingua franca 98
3.5 Theories of language learning and teaching 101
3.5.1 Language learning strategies 101
3.5.2 Task-based language teaching and learning 104
3.5.3 Communicative language teaching 106
3.6 Summary 108
Chapter 4：RESEARCH METHODOLOGY 110
4.1 Design of the study 110
4.2 Participants 114
4.3 Data collection 115
4.4 Data analysis 115
4.5 Questionnaire 118
4.6 Discourse Completion Tasks(DCTs) 122
4.7 Semi-structured focus group interviews 123
4.8 Textbook tasks analysis 127
4.9 Validity and reliability 128
4.10 Ethical issues 129
4.11 Summary 129
Chapter 5：RESEARCH DATA REPORT 131
5.1 Questionnaire data 131
5.1.1 Demographic data 131
5.1.2 Students'perceptions of pragmatics in College English learning and teaching 133
5.1.3 Students'levels of pragmatic competence 143
5.1.4 Students'perceptions and practice of language learning strategies 147
5.2 Discourse Completion Tasks data 155
5.2.1 Data of the speech act of refusal 156
5.2.2 Data of the speech act of compliment response 161
5.2.3 Data of the speech act of apology 164
5.3 Semi-structured focus group interview data 169
5.3.1 Students'perceptions of pragmatic knowledge 169
5.3.2 Students'perceptions of pragmatic competence 171
5.3.3 Students'perceptions of pragmatics in College English learning and teaching 172
5.3.4 Students'perceptions of pragmatic information in textbooks 177
5.3.5 Students'perceptions and practice of language learning strategies in learning English 178
5.4 Textbook tasks analysis data 180
5.5 Summary 185
Chapter 6：RESEARCH DATA DISCUSSION 186
6.1 RQ1：What are Chinese students'perceptions of pragmatics in their English learning? 186
6.1.1 Students'perceptions of English language learning 186
6.1.2 Importance of pragmatics in College English learning 189
6.1.3 Students'perceptions of learning and teaching pragmatics 193
6.1.4 Students'perceptions of pragmatics in College English textbooks 200
6.2 RQ2：To what extent do College English students focus on their pragmatic knowledge in their English learning?What are their levels of pragmatic competence? 203
6.2.1 Students'focus of pragmafic knowledge in English language learning 203
6.2.2 College English students'levels of pragmatic competence 205
6.2.2.1 Questionnaire data 206
6.2.2.2 Discourse Completion Tasks data 211
6.3 RQ3：How do College English students apply their language learning strategies in the learning of English and pragmatics? 248
6.3.1 Students'perceptions of language learning strategies 248
6.3.2 Students'practice of language learning strategies 257
6.4 Summary 263
Chapter 7：CONCLUSION 265
7.1 Current Chinese College English learning and teaching 266
7.2 Conclusions of the study 268
7.2.1 Language competence 268
7.2.2 Language and culture 269
7.2.3 Language learning and teaching 271
7.2.4 Language learning tasks 272
7.3 Model of learning pragmatics 275
7.3.1 Learning content 276
7.3.1.1 Pragmatic knowledge 276
7.3.1.2 Knowledge of intercultural communication 276
7.3.1.3 Knowledge of English as a lingua ffanca 277
7.3.1.4 Knowledge of language learning strategies 277
7.3.2 Learning process 278
7.3.2.1 Task-based approach 278
7.3.2.2 Intercultural communicative approach 279
7.3.2.3 Language learning strategies approach 280
7.4 Implications of the study 281
7.4.1 Implications for College English learning 281
7.4.2 Implications for College English teaching 284
7.4.3 Implications for College English course design 285
7.4.4 Implications for the development of College English learning and teaching materials 286
7.5 Limitations of the study and recommendations for further research 288
7.5.1 Limitations of the study 288
7.5.2 Recommendations for further research 288
REFERENCES 291
Appendix A：Questionnaire 330
Appendix B：Discourse Completion Tasks(DCTs) 337
Appendix C：Interview Questions 343
Appendix D：Transcripts to Students'Responses to Open-ended Questions in the Questionnaire 346