Cultivating Pragmatic Competence of EFL Education in China From Sociolinguistic Perspective【Abstract】ThispaperfocusesoncultivatingPragmaticCompetenceofEFLeducationinChina.FirstitdiscussesthenatureofEFLeducationinChina，thendefinesbasictwoterms：PragmaticCompetencePCandPragmaticConsciousness-RaisingPCR.ThirdlyproposesamodelonteachingpragmaticcompetenceinChinasEFLcontextwhichaimstocultivateEFLlearnersPC.LastlyitdrawsabriefconclusiononpedagogicalimplicationsinChinasEFLeducationalcontext.【Keywords】PragmaticCompetencePC;PragmaticConsciousness-RaisingPCR;aModelonteachingPC;PedagogicalImplications【作者簡介】NiyanZhang，DepartmentofForeignLanguageTeaching，GuilinTourismUniversity.1.INTRODUCTIONItisnowbroadlyacceptedinmostpartsoftheworldthatlearningaforeignlanguageisnotsimplymasteringanobjectofacademicstudybutismoreappropriatelyfocusedonlearningameansofcommunicationPaulston1975.Actually，foreignlanguagelearningisregardedasaprocessofpragmaticcompetencedevelopment.Thegoalofforeignlanguageteachingismorethanknowingtheappropriatesyntaxandlexicon，itisalsoamatterofpragmaticcompetence.2.TheNATUREOFEFLEDUCATIONINCHINAEFLeducationnowinChina，basedonthetheoriesofinterculturalcommunicativecompetence，focusesnotonlyontheteachingof4skills，alsoontheteachingofEnglishcultures.Acculturationisatthecoreofforeignlanguageteachingwhichaimsatimprovingthelearnerspragmaticcompetence.Foreignlanguageeducationisaprocessofinterculturalcommunication.IftheEFLteachersinChinadonotpaymuchattentiontotheEnglishlanguageculturesandlackofawarenessofthelearnersmother-tonguetransfer，butjustfocusonthepurelinguisticstructuresofEnglishwithteachingthelearnersthe4skills，usuallythelanguagelearnerswilljustbecome“mastersoflanguagestructureorgrammariansratherthan“mastersoflanguageuseoractivelanguageusers.ConsideringbothadvantagesanddisadvantagesofEFLeducationinChina，theEFLsettingsdopresentcertainchallengesincultivatingpragmaticcompetencedevelopment.SuchchallengesrequirecultivatingpragmaticcompetenceinsituationswherlearnershavelittleornoopportunitytointeractwithnativespeakerswhichisperhapsthebiggestobstacleinteachingEFLinChina.3.PRAGMATICCOMPETENCEANDPCRPragmaticcompetence：Leech1983，p10-11pointsoutthattherearetwoelementsofpragmaticcompetence：Pragma-linguisticsandsocio-pragmatics.Pragma-linguisticsisrelatedtogrammarandisconcernedwith“theparticularresourceswhichagivenlanguageprovidesforconveyingparticularillocutions.Socio-pragmatics，ontheotherhand，isrelatedmoretosociology，andiswhatLeechhascalledthe“sociologicalinterfaceofpragmatics.Pragmaticconsciousness-raisingPCR：proposedbySharwood-Smith1981，itisbasicallyaninductiveapproachtodevelopingawarenessofhowlanguageformsareusedappropriatelyincontext.Theaimisnottoteachexplicitlythevariousmeansofperformingagivenspeechacteg，request，apology，compliment，etc，but，toexplorelearnerstothepragmaticaspectsoflanguagesandprovidethemwiththeanalyticaltoolstheyneedtoarriveattheirowngeneralizationsconcerningcontextuallyappropriatelanguageuse.4.AMODELONHOWTOTEACHPRAGMATICCOMPETENCEINEFLCONTEXTPCRaimingatdevelopinglanguagelearnersawarenessofpragmaticcompetenceinforeignlanguageuseisusefulinteachingEFLinChina.ThenthequestioncomestohowtoteachpragmaticcompetenceinEFLclassroom？ThereisamodelproposedbyScarcella1990forteachingforeignlanguagelearnerspragmaticcompetence.Thismodelisdividedintofivecomponents：1Teacheranalysisofspeechacts.2Cognitiveawarenessskills.3Receptive/integrativeskills.4Controlledproductiveskills.5Free，integratedpractice.Above，thismodelusedfortheteachingofsociolinguisticandpragmaticskillsofferspracticalsuggestionsonhowtocultivatepragmaticcompetenceofEFLeducationinChina.5.PEDAGOGICALIMPLICATIONSFORTEACHINGPRAGMATICCOMPETENCEOFEFLEDUCATIONINCHINAInChina，Englishasaforeignlanguage，teachingpragmaticcompetenceofEnglishshouldbeaddedintotheteachingcurriculumandsyllabus.Herearesomepedagogicalsuggestionswhichlanguageteacherscanfollowbytocultivatetheirforeignlanguagelearnerspragmaticcompetence.5.1VerbalCommunicationsThetargetofverbalcommunicationsisusingEnglishappropriately，mainissueofpragmaticcompetence.So，whenlanguageteachersgiveintroductions，theyshouldnotonlyintroducethegeneralstructuresandrulesofEnglishsentences，alsoletlearnersgraspthesocioculturalrulesandhabitsoftheEnglishusestohelptheminteractsuccessfully.5.2GrammarTeachingThegoalofteachinggrammarsistoimprovelanguagelearnersabilitiesofusingEnglish.TaketeachingtheEnglishtenseforexample，EnglishtenseisagrammarcategorythatdoesntexpressequallyinChinese.Thus，itisfarfromenoughiflanguageteachersonlypresenttheEnglishtensestotheirlanguagelearnerswithouttellingthemeachtensedohavesomedifferentillocutionsandpresuppositions.Iflanguageteacherscouldcombinethepragmaticpropertiesintothetenseteaching，languagelearnerscouldprobablyimprovetheirlanguageproficiencyanduseitappropriately，achievethetargetofgrammarteachingefficiently.5.3Vocabulary/LexiconTeachingLanguageteachersshouldpaygreatattentiontothewordmeanings，collaborationsandthestructuresofcom