| 1. | On developing students pragmatic competence in english teaching
英语教学中语用能力的培养 |
| 2. | Speech acts theory , notional syllabus , oral english instruction
言语行为理论视野中的语用能力培养 |
| 3. | Context and students ' pragmatic competence development in english teaching
语境与学生英语语用能力的培养 |
| 4. | English pragmatic competence
英语语用能力 |
| 5. | An empirical study of english pragmatic competence of non - english majors in china
非英语专业大学生英语语用能力的调查研究 |
| 6. | Cognitive process of pragmatic competence acquisition and corresponding teaching methods
语用能力习得的认知过程与教学应用 |
| 7. | Interlanguage pragmatics study and its implications for improving students ' pragmatic competence
中介语语用学研究及其对提高学生语用能力的启示 |
| 8. | The final conclusion part sums up all points made above , expecting to bring new vision and agility to language capability development in language communicative activity
结语：归结全文，期待从言语交际角度培养语用能力能为语文教学带来新内容和活力。 |
| 9. | This paper illustrates the relationship between language and culture , proposes the skills to be developed in cultural teaching , and lists some methods used in cultural teaching
文化教学中要培养识别不同文化特有的言语和非言语行为能力，熟悉生活习惯和言语形成方式以及常用词汇的文化内涵，同时还要注意语用能力的培养。 |
| 10. | Theacquisition of collocation facilitates the learners to enhance their inter - language , to develop comprehensive linguistic competence , to improve comprehension and pragmatic abilities , to acquirenative - like english
搭配的习得有助于学习者克服中介语影响，发展语言综合能力，提高语篇理解能力和语用能力，掌握地道英语。 |
