Chapter 1 Introduction 1
1.1 Research background 1
1.2 Significance of the research 8
1.3 Methodology of the research 10
1.4 Organization of the book 13
Chapter 2 Literature Review 16
2.1 Interlanguage 16
2.2 Interlanguage pragmatics 21
2.3 Intercultural communication 26
2.3.1 Nature and scope of intercultural communication 27
2.3.2 Features and complexities of intercultural communication 28
2.4 Pragmatic transfer,pragmatic failure and fossilization 33
2.4.1 Pragmatic transfer 33
2.4.2 Pragmatic fossilization 41
2.4.3 Pragmatic failure 50
2.5 Summary 56
Chapter 3 ILPC ＆ the Terminal Goal in its Development 57
3.1 Interlanguage pragmatic competence 57
3.1.1 Communicative competence revisited 58
3.1.2 Interlanguage pragmatic competence—A working model 61
3.2 The terminal goal of ILPC development 71
3.2.1 Accuracy 71
3.2.2 Fluency 72
3.2.3 Appropriacy 73
3.2.4 Intercultural pragmatic sensitivity 76
3.5 Summary 77
Chapter 4 A Survey of ILPC of EMs in EU——A Case Study of BEU 79
4.1 Description of survey 80
4.1.1 Participants 80
4.1.2 Instruments 82
4.1.3 Data collection 84
4.1.4 Data analysis 85
4.2 Results and discussion:A quantitative approach 86
4.2.1 Global situation of ethnic English majors 86
4.2.2 Local situation of ethnic English majors 96
4.2.3 Differences between HAN and the HMT and OTH as a whole 117
4.3 Results and discussion：A qualitative approach 122
4.3.1 Summary of the differences among HAN,HMT and OTH 123
4.3.2 Pragmatic failure among HAN,HMT and OTH 123
4.3.3 Further discussion：Observations on complexities in EU 148
4.4 Summary 164
Chapter 5 An Overall Theme-based ILPCD Model and Strategies for its Implementation 166
5.1 An overall theme-based ILPCD Model 166
5.1.1 Rationale of theme-based instruction 166
5.1.2 The overall theme-based instructional model for ILPCD 169
5.2 Teaching strategies for the theme-based ILPCD model 174
5.2.1 Applying the explicit-implicit teaching method 174
5.2.2 Offering T-based contextualized metapragmatic lead-ins 175
5.2.3 Doing interaction,perceiving strategies via contextual awareness 176
5.2.4 Giving proper corrective feedback in T-based instruction 178
5.2.5 Paying due attention to grammar-teaching 180
5.2.6 Equipping learners with learning strategies 190
5.3 Summary 192
Chapter 6 Conclusion 194
6.1 Conclusions 194
6.2 Implications 196
6.2.1 Theoretical implications 196
6.2.2 Pedagogical implications 197
6.3 Limitations of the present research 199
References 201
Appendix Ⅰ Pragmatic Competence Questionnaire for English Majors in EU for English Majors in EU 227
Appendix Ⅱ Ethnicity Information Questionnaire for English Majors in EU 238
Appendix Ⅲ Research Items Correspondence Table 241
Appendix Ⅳ Language Families of Ethnic Groups in China 243
Appendix Ⅴ Information of Ethnic Groups in China 245
Afterwords 248