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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