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Chapter One Introduction

1.1 Background of the Study
There is no doubt that the aim of second language acquisition is to obtainnative-like or near native-like speakers’ competence in the target language. And themajor purpose of acquiring and learning a foreign language is to develop thecapability of cross-cultural communication, that’s to say, communicative competence.It’s not hard to find, however, that although most phonological and grammatical ruleshave been grasped and mastered by foreign language learners, interpersonalcommunication failures and misunderstandings will also be much likely to occurduring the communication process. As a matter of fact, a good mastery of Englishphonology, vocabulary and grammar can’t ensure successful interaction. What weneed for effective interaction in a target language is pragmatic competence and if onedoesn’t have it, then he will never become a good communicator. “Pragmaticcompetence is the ability to use language effectively in order to achieve a specificpurpose and to understand language in context.” (Thomas, 1983)Many famous researchers and scientists have commented that native people areable to put up with grammatical problems and errors but can never tolerate pragmaticones for the reason that pragmatic errors are usually negatively recognized asrudeness, impatience and arrogance and so on (Hong, 1991).
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1.2 Purpose and Significance of the Study
With the rapid development of linguistics, many distinguished professors andresearchers have published more than a thousand kinds of books and articles onpragmatics every year and we have to admit that more importance has been attachedto students’ pragmatic competence development. Yet, the question of what is thecurrent state of interlanguage pragmatic competence among non-English majorpostgraduates still remains unanswered. So the present study aims at investigating thecurrent situation of pragmatic learning among non-English major postgraduates. Andthe present study further probes how interlanguage pragmatic competence ofnon-English major postgraduates correlates with the development of their linguisticcompetence. On the other hand, my present study plans to provide some effective andpractical suggestions to improve the situation of pragmatic teaching in universities.After I have read and scanned most of the previous researching works, it’s easy to findthat more investigations are focused on the senior high school students and collegestudents while the case of the non-English major postgraduates is rarely attended to. My study will use not only quantitative research but also qualitative research to makemy research as objective as possible.My present study has both theoretical and practical significance. From thetheoretical perspective, it will enrich the research repertoire and make this study fieldmore comprehensive. Also, second language acquisition regarding the cultivation ofEnglish pragmatic competence will be more colorful. As for the teachers, they willhave a stronger awareness of the importance of cultivating students’ pragmaticcompetence and hence change their pedagogical ways. On the part of students, theywill also keep the significance of developing their own pragmatic competence in mindand try their best to cooperate with their teachers to achieve the goal of becoming acompetent English speaker in the real sense.
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