Abstract

      With the progress and development of society, different countries and nations increasingly communicate and cooperate with one another. As a tool of communication, English has played a very important role in modern society. The major function of language is communication, and pragmatic competence is an important part of communicative ability. However, there exist various pragmatic failures when students are in cross-cultural communication. According to cross-cultural communication and pragmatics, the causes of pragmatic failures are cultural difference, neglect of contexts, lack of pragmatic knowledge and transition failures. Then the conclusion can be drawn that in order to realize communication successfully, English learners will not only be equipped with firm foreign language, but also they should master pragmatic competence.
       The cultivation of pragmatic competence is an essential part of English teaching. Teachers’ duty is to cultivate appropriate and decent ability of using target-language. Some factors may lead to learners’ pragmatic failure: the contents of teaching material being separated from contexts and lack of language authenticity. The traditional language teaching is focused on vocabulary and grammar, while the function of communication isn’t taken seriously.
      Suggestions for the cultivation of pragmatic competence are put forward: to provide teaching materials that conform to contexts and native language, to combine teaching with culture, to introduce pragmatics knowledge and to adopt the task-based teaching methods.

Key words: cross-cultural     pragmatic failure    English teaching

摘要
 
    随着社会的进步与发展，世界各国、各民族之间的交流合作日益增强。 外语作为交际工具，在现代社会生活中发挥着重要作用。 语言的主要功能是交际，语用能力是交际能力的重要组成部分。 但在跨文化交际中学生存在这样、那样的语用失误。本文从跨文化交际学和语用学角度分析形成语用失误的原因，如文化差异，忽视语境，语用知识缺乏，转化失误等等，从而得出结论: 为了顺利地实现交际目的，外语学习者不仅要具备牢固的外语语言知识，更要具备外语语用能力。
    外语语用能力的培养是外语教学过程中必不可少的部分，外语教师的职责是培养学生用目的语进行正确而又得体交际的能力。在外语教学环境中，影响我国外语学习者语用能力薄弱的因素有:教材内容脱离交际语境和缺乏语言真实性，长期形成的传统语言教学只侧重词汇和语法教学而对语言的交际功能未能重视。
    针对此状况本文提出了语用能力培养的一些建议：如提供结合语境、语言地道的教材，语言教学与文化教学相结合，介绍语用学知识和采用任务性教学。

关键词：跨文化     语用失误      英语教学