An Analysis of Pragmatic Failures and Teaching Strategies in Middle School English Writing
DOI:
https://doi.org/10.54097/2y7tr416Keywords:
English Writing, Pragmatic Failure, Teaching StrategiesAbstract
The compulsory education curriculum standards clearly state that pragmatic knowledge is an important part of language knowledge and is a crucial foundation for developing language skills. However, pragmatic failure is a major problem in middle school students' English writing, directly affecting the development of their cross-cultural communication skills. Based on relevant pragmatic theories, this article sorts out the main types of pragmatic failures in middle school students' English writing and analyzes their causes, including negative transfer of the native language, insufficient pragmatic orientation in teaching, and the lack of cross-cultural input and practice. Finally, based on the existing problems, this article also puts forward some specific and feasible suggestions from the perspectives of pragmatic knowledge, situational writing, cross-cultural comparison, and evaluation dimensions.
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