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ents to follow the doctor’s advice better.
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2.2 Previous Studies on Pragmatic Competence in China
In China, many scholars have studied the pragmatic competence from differentperspectives.From the perspective of experimental pragmatics, many scholars in China havemade experiments to study the pragmatic competence (Jiang, 2004; Liu, 2006; Li &Jiang, 2014; Jiang & Zhou, 2012; He & Gao, 2010; Duan & Wannaruk, 2008). Jiang(2004) makes a comparison of the strategy of apology between Chinese students andAustralian students. The result shows that both Chinese college students andAustralian college students share some similarities. Generally they use same apologystrategy to save each other’s face in order to make a happy communication. However,Chinese students make more serious apologies than Australian students when it comesto interaction with someone of higher social status, such as teachers. In somesituations, Chinese students tend to be over polite when interact with the people theyare not familiar with, such as, waiter or waitress. This may be due to the reason thatChinese old tradition values politeness to people, in particular to the strangers. Duanand Wannaruk (2008) study the refusal strategy whether it is teachable or not. Theyemploy DCT, DRPT and DSAT to check student’s pragmatic competence. They havepretest, test, and posttest, the result of tests indicates that those who are exposed toexplicit teaching instruction achieve better than those who are under implicit teachinginstruction and those who haven’t got pragmatic guidance are behind those who aretaught pragmatics in an explicit way or implicit way. They also make tracking studywhich finds that the students who are taught pragmatics in classroom still have theknowledge storage after 2 months later.
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Chapter 3 Theoretical Framework ...........10
3.1 Pragmatic Competence from the Perspective of Language Philosophy .....10
3.2 Pragmatic Competence from the Perspective of Communication ......12
3.3 Pragmatic Competence of the Present Study ......13
Chapter 4 Research Design......16
4.1 Research Questions.....16
4.2 Participants..........16
4.3 Instruments..........17
Chapter 3 Theoretical Framework ...........10
3.1 Pragmatic Competence from the Perspective of Language Philosophy .....10
3.2 Pragmatic Competence from the Perspective of Communication ......12
3.3 Pragmatic Competence of the Present Study ......13
Chapter 4 Research Design......16
4.1 Research Questions.....16
4.2 Participants..........16
4.3 Instruments..........17

Chapter 6 Discussion

In chapter five, results of quantitative study were presented, which provided uswith lots of information about students’ pragmatic competence. As we have knownthe relationship between college students’ pragmatic competence and majors, grades,and gender, the underlying reasons that result in the phenomenon should be furtherexplored.In the qualitative study, several students were further interviewed by theresearcher to explore their opinions about the hidden reason behind data.

6.1 Inefficient Pragmatic Competence of the Participants

Most pragmatic failures the participants made are heavily related to culturaldifferences. Most students tended to be over polite in communication.Firstly one of the rea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。