只有一套英语教材务实的评估，后续探讨可以选择陆军的许多不同版本的教科书的比较评估探讨，以获得更全面的信息，您还可以选择不同层次的小学，高中和其他材料比较评估探讨。
Introduction引言
0.1 Background of the Research探讨背景
近年来，学者们更多的关注，孕育了跨语言的语用学，语用学一个新的跨学科领域，英语论文，其重点是对学生的言语行为，根据他们的母语的了解和特点的探讨和法学学生应用目标语言进行这样的言语行为（1997年）刘少。Over recent years, scholars have paid much more attention topragmatics, which has given birth to Interlanguage Pragmatics, a newcross-disciplinary field, which focuses on the study on students' speechacts based on their understanding of the native languages and thecharacteristics and laws of students' applying the target language toconduct such verbal behaviors (Liu Shaozhong, 1997). InterlanguagePragmatics, a key field of second language acquisition research, borrowssome theories and methods of the cross-disciplinary pragmatics andrelates to, in addition to other disciplines, the social linguistics andpsychological linguistics. The pragmatics of those who are learning asecond language has become the focus of second language acquisitionresearches and foreign languages teaching. The first research onpragmatic competence was dated back to 1970s，when Hymes created thepragmatic ideology that centers on communicative abilities. The conceptof communicative abilities introduced by Hymes has brought tremendousimpact to second language and foreign language teaching at home andabroad, with communicative abilities being a key objective of foreignlanguages teaching. In 2017, the Ministry of Education published theStandards for English Curriculum of the Full-time Compulsory Education(trial version), expressly stating that the ultimate purpose of Englishteaching is to foster students' comprehensive abilities in using Englishand thus to enable them to communicate with English in effect. However,not only do adequate communicative abilities come from students'linguistic competence, but also their pragmatic competence. Languagelearning is an approach to improve ourselves, and also a key tool we willneed when living and developing in the international environment. Underdifferent communication context, such as asking for information,apologizing, giving compliments, greetings and expressing gratitude,different languages and pragmatics are needed to communicate withpeople of different social and cultural backgrounds. Language learnersare required to grasp a perfect understanding of the relationship betweenlanguage forms and social factors, since these factors act as assistants toappropriate use of languages and avoidance of misunderstandings andcommunication barriers.A research conducted by Liu Jianda (2017) on English learners'linguistic competence in China resorts to the quantitative and qualitativemethods (among other demonstrations), and the results show that, sinceno direct contact between the participating students and the targetlanguage and its culture is made, their pragmatic competence does not beimproved like their grammatical competence. This mirrors that theirlinguistic knowledge is probably grounded on the grammatic level andhas not reached the pragmatic level. Yang Xianju (2017) discovers that,with appropriate teaching strategies, the English learners' pragmaticcompetence have enhanced to some extent in China. Qian Xuming (2017)complies statistics of errors in English examinations and then attributesthe main responsibility to improper pragmatic use, accounting for 45.3%of these pragmatic failur，英语论文范文
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