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The Contributing Factors of Pragmatic Failure in China’s ELT Classrooms

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  • Qi-yuan Shen

Abstract

Pragmatic failure is the inability to understand what is meant by what is said, which can often lead to misunderstanding or confusion in cross-cultural communication. For this reason, the present article explores the contributing factors of pragmatic failure in China’s ELT Classrooms. According to the exploration, the following factors are found out- teacher-centered teaching; lack of authentic input; teaching English without considering the cultural differences; linguistic competence oriented evaluation system. Some effective measures are also put forward to deal with these deficiencies, such as, task-based teaching; authentic English teaching materials and pragmatic competence oriented evaluation system.

Suggested Citation

  • Qi-yuan Shen, 2013. "The Contributing Factors of Pragmatic Failure in China’s ELT Classrooms," English Language Teaching, Canadian Center of Science and Education, vol. 6(6), pages 132-132, June.
    • Handle: RePEc:ibn:eltjnl:v:6:y:2013:i:6:p:132
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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