Pragmatic competence is a new topic in the field of linguistics.
语用能力是语言学和语言教学领域中一个较新的概念。
Communicative competence includes linguistic competence and pragmatic competence.
交际能力由语言能力和语用能力构成。
Researchers have done some research into pragmatic competence on different samples.
不同研究者对不同研究对象的语用能力进行了调查研究。
It consists of the pragmatic competence of language itself and the social pragmatic competence.
它由语言本身的语用能力和社交语用能力等方面构成。
Finally, this thesis suggests a new pattern for pragmatic competence in classroom instructions.
最后本文提出言语行为语用能力的课堂指导教学模式。
The two input enhancement techniques play a positive role in improving the learners' pragmatic competence.
这两项输入强化技巧对于课堂上提高学习者语用能力有促进作用。
Thus it is concluded that language pragmatic competence is positively correlated with language proficiency.
由此得出结论：学习者的语用能力大小与其语言能力高低呈正相关关系。
Integrating some teaching media to create context is very important to develop students pragmatic competence.
本文探讨了有机整合多种教学媒体，创设丰富的语言学习环境以培养学生的语用能力。
Finally, some Suggestions are offered on how to test students' pragmatic competence in College English tests.
就如何在大学英语测试中加强语用能力的测试提出了一些具体的建议。
Therefore, to attain the ultimate goal of culture teaching, pragmatic competence development is indispensable.
可见，要实现文化教学的最终目的，语用能力的培养是不可或缺的。
The realization of the dynamics of context enables us to take a new look at the notion of pragmatic competence.
对语境动态性的认识能使我们从全新的角度看待语用能力的培养。
It presents that the effective method to cultivate students 'pragmatic competence is a extracurricular reading.
因此，本文提出了对培养初中生语用能力的一种行之有效的方法：课外阅读。
It goes without saying that the development of pragmatic competence plays an important part in English learning.
语用能力的培养在英语学习中的重要性是不言而喻的。
One reason of it is due to the lack of correct understanding about the nature and content of pragmatic competence.
其中的一个原因就是由于缺乏对语用能力本质及其内容的正确认识。
It is generally believed that communicative competence is composed of linguistic competence and pragmatic competence.
人们认为交际能力包含语言能力和语用能力。
This dissertation aims at studying the dynamics of context and its relevance to the development of pragmatic competence.
本论文旨在探讨语境的动态性和语用能力的培养。
We believe that our joint efforts will help consistently improve Chinese college students' English pragmatic competence.
我们相信，通过同仁们的一致努力，我国大学生的英语语用能力一定会不断提高，越来越强。
What cross-cultural pragmatic competence is and how college students may achieve this have become issues of major concern.
什么是跨文化语用能力及大学生如何获取它已成为人们关注的焦点。
This investigation also leads some thoughts about the relationships between pragmatic principles and pragmatic competence.
这个调查引出了一些有关语用原则与语用能力之间关系的思考。
As a result, the majority of students experience communication breakdown and failure due to their poor pragmatic competence.
结果大部分学生都由于语用能力欠缺而导致交际中断和交际失败。
Then, we study the questionnaires from the angles of cultural transfer, pragmatic competence and interlanguage and pragmatic codes.
然后，从文化迁移、语用能力、中介语和语用准则的角度来进行分析。
Interlanguage pragmatic competence consists of two components: knowledge of a pragmatic system and knowledge of its appropriate use.
外语语用能力被认为是种知识，由语用系统知识和恰当使用语用系统的知识组成。
A foreign language learner must have not only grammatical competence, but also pragmatic competence to avoid failures in communication.
为了避免交际失败，外语学习者不仅要具备语法能力，还应具备语用能力。
We should bring the roles of these three factors into full play in cultural teaching so as to improve the students' pragmatic competence.
三者应有机结合，以有效发挥各自在文化教学中的重要作用，从而提高学生的语用能力。
Research done in this thesis has done a helpful tentative on knowing and improving the high school students' interlanguage pragmatic competence.
本文的研究为了解和如何提高高中生的过渡语语用能力提供了有益的尝试。
The author of this thesis proposes her understanding of Cross-cultural Pragmatic competence and possible approaches to developing this competence.
本文作者对此提出了自己的见解和培养这种能力的可行性方法。
Theoretically, the selection and use of formulaic sequences belong to one's pragmatic competence and play an important role in pragmatic competence.
理论上讲，公式化序列的选择和使用属于语用学的范畴，是语言能力的重要组成部分。
This paper discusses the interlanguage pragmatic competence of foreign language learners from three perspectives: definition, teaching, and testing.
本文从定义、教学和测试三个方面讨论了外语学习者的外语语用能力。
This paper discusses the interlanguage pragmatic competence of foreign language learners from three perspectives: definition, teaching, and testing.
本文从定义、教学和测试三个方面讨论了外语学习者的外语语用能力。
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