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摘要：As an English major who has been studying English for almost fourteen years,the author realizes that even advanced English learners like her can not avoidcommitting pragmatic failure during daily communication sometimes, let alonethose less proficient ones.

   4.3.1 Instruments ...........42-43
        4.3.2 Pragmatic Competence Test........... 43-44
        4.3.3 Questionnaire........... 44
        4.3.4 Interview ...........44-46
Chapter Five Results and Analysis ...........46-85
    5.1 Data Analysis ...........46-64
    5.2 Pragmatic Failures Students Commit ........... 64-71
    5.3 Causes of Pragmatic Failure in Intercultural...........71-79
5.4 Implications:Ways to Avoid or Reduce Pragmatic........... 79-85

Conclusion

The empirical study on the investigation of cultural importance in this presentpaper has made a slight contribution to the knowledge of the current situation ofthe Business English instruction in independent colleges. There are still somelimitations and improvements should be made in further research.
Firstly, there is not a widely accepted test paper for investigating BusinessEnglish majors' pragmatic competence. The test used in this study combinedseveral test papers others have used, but still may not be so comprehensive.
Secondly, the test paper can not fully represent students' real condition ofpragmatic competence, for the contents involved in test paper are limited and thesituation introduced sometimes do have some differences with the real context. Also the causes of pragmatic failure are generated from the answers students havechosen, to some extent, not exhaustive. While observing the communicationbetween learners and native speakers in the real context would be morecomprehensive and objective.
Thirdly, for the limited time，energy as well as resources, the subjects arestudents only from one independent college, and the results and suggestions areonly limited to this school or some those schools of the same level and condition.So choosing diversified subjects would achieve more effective results.
Fourthly, the study only proves the importance and necessarily of cultureteaching in Business English instruction，but there is not enough evidence thatculture teaching would avoid or reduce pragmatic failure. A contrastive study onthe results before and after receiving culture teaching of the same level studentsshould be conducted to improve this shortage.
Last but not the least, the suggestions provided are not detailed enough toreduce or avoid pragmatic failure, which still needs to be explored in the furtherresearch.

Bibliography
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2Brody，2004. Sameness and Difference: the Challenge of Culture in LanguageTeaching [J]. Language Learning Journal, Summer 2004，No 29:109.
3Byram, M. et al，1994. Teaching-and-leaming-and-culture [J]. Clevedon, AVON:Multilingual Matters LTD: 23-41.
4Birdwhistell, R，1970. Kinesics and Context [M]. Philadelphia: University ofPennsylvania Press.
5Carston, R. 1999. The relationship between generative-grammar and(relevance-theoretical) pragmatics [A]. WCL Working Papers in Linguistics Vol.11:21-39.
6Chomsky, 1980. Rules and Representation [M]. Columbia: Columbia UniversityPress.
7Dam en, L，1987. Culture Learning: The Fifth Dimension in the LanguageClassroom [M]. Massachusetts: Addison-Wesley.
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