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in others' position, to feel and understand each other's feelings, and to encode and decodestanding on each other's point of view. It can be one of the most useful principles applied tothe field of oral English teaching in junior middle school. The relative research the author hasconducted is meaningful and constructive. The pragmatic empathy failures still occurfrequently in our oral English teaching classes. It has been well documented (Hu Wenzhong1989; He Ziran 2002) that successful communication requires not only just a high level oflinguistic competence, but also a corresponding level of pragmatic competence. Therefore, itis significant to be aware of pragmatic failure and foster the teacher’s pragmatic competenceto teach more effectively in junior middle school oral English class.
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Conclusion

Perhaps one of the limitations of this study is the absence of abundant data in ourexperiment. Our experiment is conducted in two ordinary classes, involving only 80 studentsin our school. Further experiment may spend quite a long time and it’s hard to beimplemented at present because it may conflict with the daily English teaching schedule inmiddle schools. So the teaching contents and teaching methods in this dissertation still need tobe examined and improved in teaching practices. Besides, the author’s own experience onEnglish teaching in junior middle school may help to finish this study, but materials for oralEnglish teaching are too limited in ordinary school. The author may be not so familiar withthe PEP-edition or BNUP-edition textbooks, so in the dissertation, the sample lessons onpragmatic empathy cited from textbooks seem not very sufficient.
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Reference (omitted)

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