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【摘要】：語用学作为一门较新的科学，它的相关理论使人们能够从全新的角度认识语言和使用语言。尤其是语言行为理论和语境理论，不仅改变着人们对语言的认识和运用，同时也深刻地影响着语言的教学。本文探讨语用学相关理论在英语教学中的应用。其次，英语教学中运用一定的语用学原理，有助于提高学生的阅读效率和语言交际能力。
【关键词】： 语用学；英语教学；语用能力
【Abstract】：Pragmatics， a newly arising discipline， is the study of language use. Its theories are great helpful for people to recognize and use language. Among those theories， speech act theory and context theory have made a great contribution. They not only change people's recognition and use of language， but affect language teaching profoundly. This paper is going to discuss the application of pragmatics in English teaching. On the other hand， the application of pragmatics in teaching of English also helps to improve students' reading efficiency and communication competence.
【Key words】： theory of pragmatics； English teaching； pragmatic competence
I. Introduction
1.1 The role of pragmatics in the teaching and learning of English
Pragmatic plays an important role in the teaching and learning of English. It concerns how to use language properly， therefore it is one of the most significant parts of the communicative competence .Pragmatic competence refers to the organization of the linguistic signals that used in communication，and how these signals are used to refer to persons， objects， ideas and feelings. That is，they concern the relationships among signs and their referents. Pragmatics competence includes illocutionary competence， or the knowledge of the pragmatic conventions for performing acceptable language functions，and sociolinguistic conventions for performing language functions appropriately in a given context.
1.2 One of the purpose of the teaching and learning of English： to obtain communicative competence
The term "communicative competence" is established by Dell Hymes（1971）. Communicative competence is knowledge needed， by a speaker or hearer， but it is much more broadly based than the "linguistic competence "of Chomsky's linguistics. Instead of referring only to the knowledge of linguistic forms，it includes the sociolinguistic knowledge. According to Hymes， the goal of a student of language should be： to account for the fact that a normal child acquires knowledge of sentences，not only as grammatical， but also as appropriate. He or She acquires competence as to when to speak，when not， and as to what to talk about with whom，when，where，in what manner.（Hymes in Hudson： 220）. It is evident that the aim of the teaching and learning of English is to develop learners' communicative competence and pragmatic competence. That is，to develop learner's ability to use language appropriately .One of the important ways to do so is to develop learner's cultural awareness. 1.3 The Relationship between Pragmatics and English Teaching
For foreign language teaching， English teaching has always been a very popular topic. And in the process of teaching， there always exists many problems. The rise of pragmatics has changed the situation that the language academic and English teaching has existed for many years. Undoubtedly， pragmatics theory will play a huge role in the application of English teaching and the training of foreign language talents.
II. Elaboration of Pragmatics theory
The modern usage of the term "pragmatics" is attributable to the philosopher Charles Morris （1938）， who was concerned to outline the general shape of a science of signs or semiotics. Richards et al. （2000） describe the term "pragmatics” as the study of the use of language in communication. According to previous definitions， we know that pragmatics generally concerns how to use language properly. Therefore， it is one of the most significant parts of the communicative competence. Pragmatic competence refers to the organization of the linguistic signals that used in communication， and how these signals are used to refer to persons， objects， ideas and feelings. Pragmatics competence includes illocutionary competence， or the knowledge of the pragmatic conventions for performing acceptable language functions， and sociolinguistic conventions for performing language functions appropriately in a given context.
2.1 Cooperative principle
Cooperative principle was first put forward by Grice at Harvard University in a speech in 1967. Grice believed that the cooperative principle is the foundation of all successful language speech or communication activities. Grice has classified the cooperative Principle into four maxims they are quality maxim， quantity maxim， relation maxim and manner maxim：
The Maxim of Quantity： Give information as required for the conversation （not much but not less）.
The Maxim of Quality： Say what you believe to be true and that you have enough evidence for.
The Maxim of Relevance： what you say should be relevant to your conversation.
The Maxim of Manner： what you say should be brief， clear， put in good order and avoid obscurity and ambiguity.
2.2 Relevance theory
Sperber and Wilson proposed the relevance theory is a relevant language communication theory from cognitive perspective. What it focuses on is communication cognition. This theory regards language communication as an express--reasoning process. At the same time， the communication involves the speaker and the hearer for information processing. 2.3 Politeness principle
Then Leech made a complement and development to Grice’s principle of cooperation mode. Leech put forward six politeness principle as following： 1. Appropriate criterion， also called ripeness criterion （tact maxim） 2. Generous criterion， also called generous quasi （generosity maxim） 3. Recognition criteria， also called approval standards. （Approbation maxim） 4. Modesty criterion， also called humility criterion （modesty maxim） 5. Approval standards， also called consistent criterion （agreement maxim） 6. Compassion criterion （sympathy maxim）.
III.Analysis of the Using of Pragmatics Theory in English Teaching and Communication Competence Improvement.
3.1.1 The application of the cooperative principles in English listening teaching
Listening is also a very important part in the teaching of English， and an important standard to measure a personal language comprehensive ability. This is the cooperative principle in the application of English listening as below.
E.g.： A： What do you think of my new shirt？
B： Oh， you are very pretty today.
From this example， B’s answer is a violation of the principle of cooperation relationships criterion. But through the analysis we can find B’s reaction is the right answer to A' s word， so only on the surface of A's violation of the relation criterion， in fact， it is the just answer to A's problem， and make a reaction to the intention of the talk. So in the listening teaching， teachers should pay attention to the use of the theory of pragmatics， combined with pragmatics knowledge. Guide students see their rich content in inner contains through the language material. Grasp the real intention of speakers. In this way， teachers can realize the perfect combination of principles of pragmatics and the audio materials and improve the students' listening level.
3.1.2 The application of the cooperative principles in communication competence improvement
In A miserable ， merry Christmas， when the father asked “me” what Christmas gift I wanted； there came the following dialogue：
"Nothing but a pony？” My father asked.
"Nothing， "I said.
“Not even a pair of high boots？"
"No， not even boots."
"Not candy？ There ought to be something to fill your stocking with and Santa Claus can't put a pony into a stocking.”
"All I want is a pony， "I said， "if I can't have a pony， give me nothing， nothing.”
The above dialogue violates the Quality Maxim. “I” eagerly wanted a pony， but Santa Claus can't put a pony into a stocking， then I said， “If I can't have a pony， give me nothing， nothing". In reality， whey a boy asked his girlfriend what gifts she wanted at Christmas； the girl may answered， “I want nothing， nothing.” If the boy didn’t know the cooperative principles， then he couldn’t understand his girlfriend’s words true meaning. So we can improve communication competence by learning pragmatics and applying it in daily life. Another example in one of Maugham’s novel--The Luncheon，Maugham intends to violate the Maxim of Quantity by repeating several sentences：
"I never eat more than one thing； I think people eat far too much nowadays. A little fish， perhaps. I wonder if they have any salmon."
"I never eat more than one thing. Unless you have a little caviar…"
"I never drink anything for luncheon， except white wine..."
"Why don' t you follow my example and just eat one thing？"
"No， no. I never eat anything for luncheon； I couldn't possibly eat anything more unless they had some of those giant asparagus.” The woman repeated that she never ate more than one thing； but the fact is that she ordered luxurious food one by one. If we knew the Maxim of Quantity， then we can analysis the woman’s character by her words. Then we can take different methods to communicate with different people. Here comes another question--How to develop Communicative Competence by Applying Pragmatics？ It is important to focus on language form in foreign language learning. The main goal of an English language course is to develop the ability to really communicate in English. When finishing the study， the learners should be able to communicate effectively in English outside the classroom for study，work and leisure.
Over a long period of time， the students' communicative competence in English Language Teaching （ELT） has not been taken into serious account. As a result， although the students have a large scale of English vocabulary and have learned a great deal of English grammatical rules， they do not have the ability to use the English language fluently and accurately， and to understand its use in spoken and written communication. This phenomenon relates closely to the teaching method we used to apply in the process of ELT which was traditionally called "grammar-translation method".
In the light of the linguistic view， language is a means of communication with other people. Communication is a goal for language using. And we know the key nature of pragmatics is the study of the use of language in communication. Pragmatics plays such an important role in language teaching that we should not ignore its importance in the process of the cultivation of students’ communicative competence. In language teaching， communication is usually divided into four main skills： listening， speaking， reading， and writing. Listening and reading are receptive skills， while speaking and writing are productive skills. Effective listening and reading require as much attention and mental activity as speaking and writing. Two common misconceptions are that the productive skills are more "communicative" than the receptive skills， and also that they are the basis of the learning process itself. To some extent these misconceptions are understandable. Everyone likes quick， tangible results， for example， learners producing lots of sentences in English. But children begin to learn their mother tongue by listening before they speak， and the same is true of immigrants or foreign residents learning a second language. Both children and learners of a second or foreign language have wide， varied exposure， which helps them learn the language and develop communication skills.
Rather than emphasizing the productive skills at the expense of the receptive skills， it is better to exploit the natural relationships between them， for example， the skills of listening and speaking are combined in conversation. Outside the classroom， we continually integrate the skills or switch from one to another. It is important to replicate this natural integration of skills in the classroom as much as possible. Apart from reflecting the natural use of language， it offers different opportunities for different types of learners， for example， the extroverts who like to speak a lot， the Introverts who prefer to listen or read， and the analytically or visually oriented learners who like to see how words are written and sentences constructed.
More recent discussions of language teaching methodology have emphasized the importance of providing opportunities for learners to communicate. In recent years， the approach of Communicative Language Teaching （CLT） has become a common trend in English as a foreign language teaching in China.
Language teaching can he defined as the activities which are intended to bring about language learning. Communicative language teaching is an approach to foreign and second language teaching which emphasizes that the goal of language learning is communicative competence and which seeks to make meaningful communication and language use is a focus of all classroom activities. The communicative approach was developed particularly by applied linguists in 1980s as a reaction away from grammar-haled approaches. Communicative language led to a re-examination of language teaching goals， syllabuses， materials， and classroom activities and has had a major impact on changes in language teaching worldwide.
3.2 The application of relevance theory in English Reading teaching Relevance theory has explained the psychological cognition process that the information receiver how to understand and inferred the information of the senders’ real intention. And reading comprehension is a cognitive psychological process that made by a kind of language through surface infers the deep intention of the information produced. It is a process that from express information， derivate information and communication intention. So reading is based on cognitive principles and to use the readers’ own language knowledge and background knowledge to make a positive thinking and reasoning process to the article. This is a subjective， active process. And the key to realizing this initiative is the good use of relevance theory.
E g： A ： Would you like some coffee？
B： Coffee would keep me awake.
From B's answer， A can derive B don't want to drink tea or can also derive B want to drink tea. The reason why we can deduce two completely opposite conclusion is that readers choose two completely different supposing contexts. So to B’s answer， only by using language decoding is not enough. We need cognitive inference， i.e ： with a certain context hypothesis by combining deductive reasoning to draw the real intention of B.
So in reading teaching， teachers must teach students relevance theory knowledge， so that the students can really understand the author's inner meaning and improve the students' reading ability.
3.3 The application of politeness principles in Teachers’ classroom performance
When teaching in classroom， the use of politeness principle is helpful to build a good classroom atmosphere. Reduce the conflict between teachers and students. Increase the students' self-confidence. When the teacher wants to let the students answer questions， the teacher usually say：
1. Please has a try.
2. Don’t be afraid. Just have a try.
3. Be brave， I will help you.
This is the embodiment of strategy criterion in the English classroom. Such words provide greater leeway to students and appear polite， courteous. In the classroom， when the students answered the question， teachers must be timely to praise them. The politeness principle must be used as much as possible by teachers， and make the teaching smoothly.
IV.The Enlightenment of Pragmatics on English Teaching
First of all， we should make clear what pragmatic ability training depends on. Pragmatics theories tell us， it depends on the four factors： language knowledge factors； Context factors； Psychological linguistics factors； Social linguistics factors. So arrange classroom teaching activities from the four aspects will play a good teaching effect. Secondly， because pragmatic phenomenon is hard to use abstract model to explain， can only establish some criteria as the basis when using the language， so teachers can choose some understandability， and very practical pragmatics theory using in speech communication teaching.
There are many aspects that can influence English teaching： the aspect of students； the aspects of teachers and the aspects of the environment. In a word， English has become the important means of China's participation in international communication， improve the international competitiveness. In English teaching， the teacher should not only teach students language， but teach students' pragmatic more. The language as the foundation， by the pragmatic for the purpose， let students learn some theory knowledge such as the cooperative principle and politeness principle and so on， so as to make its application， and finally to improve language communicative ability.
From discussion above， we can draw conclusion like this： as long as we know the pragmatic principles， as long as we put pragmatics knowledge into our teaching practice， guide our teaching， then our students' linguistic competence will surely be greatly improved.
【关键词】： 语用学；英语教学；语用能力
【Abstract】：Pragmatics， a newly arising discipline， is the study of language use. Its theories are great helpful for people to recognize and use language. Among those theories， speech act theory and context theory have made a great contribution. They not only change people's recognition and use of language， but affect language teaching profoundly. This paper is going to discuss the application of pragmatics in English teaching. On the other hand， the application of pragmatics in teaching of English also helps to improve students' reading efficiency and communication competence.
【Key words】： theory of pragmatics； English teaching； pragmatic competence
I. Introduction
1.1 The role of pragmatics in the teaching and learning of English
Pragmatic plays an important role in the teaching and learning of English. It concerns how to use language properly， therefore it is one of the most significant parts of the communicative competence .Pragmatic competence refers to the organization of the linguistic signals that used in communication，and how these signals are used to refer to persons， objects， ideas and feelings. That is，they concern the relationships among signs and their referents. Pragmatics competence includes illocutionary competence， or the knowledge of the pragmatic conventions for performing acceptable language functions，and sociolinguistic conventions for performing language functions appropriately in a given context.
1.2 One of the purpose of the teaching and learning of English： to obtain communicative competence
The term "communicative competence" is established by Dell Hymes（1971）. Communicative competence is knowledge needed， by a speaker or hearer， but it is much more broadly based than the "linguistic competence "of Chomsky's linguistics. Instead of referring only to the knowledge of linguistic forms，it includes the sociolinguistic knowledge. According to Hymes， the goal of a student of language should be： to account for the fact that a normal child acquires knowledge of sentences，not only as grammatical， but also as appropriate. He or She acquires competence as to when to speak，when not， and as to what to talk about with whom，when，where，in what manner.（Hymes in Hudson： 220）. It is evident that the aim of the teaching and learning of English is to develop learners' communicative competence and pragmatic competence. That is，to develop learner's ability to use language appropriately .One of the important ways to do so is to develop learner's cultural awareness. 1.3 The Relationship between Pragmatics and English Teaching
For foreign language teaching， English teaching has always been a very popular topic. And in the process of teaching， there always exists many problems. The rise of pragmatics has changed the situation that the language academic and English teaching has existed for many years. Undoubtedly， pragmatics theory will play a huge role in the application of English teaching and the training of foreign language talents.
II. Elaboration of Pragmatics theory
The modern usage of the term "pragmatics" is attributable to the philosopher Charles Morris （1938）， who was concerned to outline the general shape of a science of signs or semiotics. Richards et al. （2000） describe the term "pragmatics” as the study of the use of language in communication. According to previous definitions， we know that pragmatics generally concerns how to use language properly. Therefore， it is one of the most significant parts of the communicative competence. Pragmatic competence refers to the organization of the linguistic signals that used in communication， and how these signals are used to refer to persons， objects， ideas and feelings. Pragmatics competence includes illocutionary competence， or the knowledge of the pragmatic conventions for performing acceptable language functions， and sociolinguistic conventions for performing language functions appropriately in a given context.
2.1 Cooperative principle
Cooperative principle was first put forward by Grice at Harvard University in a speech in 1967. Grice believed that the cooperative principle is the foundation of all successful language speech or communication activities. Grice has classified the cooperative Principle into four maxims they are quality maxim， quantity maxim， relation maxim and manner maxim：
The Maxim of Quantity： Give information as required for the conversation （not much but not less）.
The Maxim of Quality： Say what you believe to be true and that you have enough evidence for.
The Maxim of Relevance： what you say should be relevant to your conversation.
The Maxim of Manner： what you say should be brief， clear， put in good order and avoid obscurity and ambiguity.
2.2 Relevance theory
Sperber and Wilson proposed the relevance theory is a relevant language communication theory from cognitive perspective. What it focuses on is communication cognition. This theory regards language communication as an express--reasoning process. At the same time， the communication involves the speaker and the hearer for information processing. 2.3 Politeness principle
Then Leech made a complement and development to Grice’s principle of cooperation mode. Leech put forward six politeness principle as following： 1. Appropriate criterion， also called ripeness criterion （tact maxim） 2. Generous criterion， also called generous quasi （generosity maxim） 3. Recognition criteria， also called approval standards. （Approbation maxim） 4. Modesty criterion， also called humility criterion （modesty maxim） 5. Approval standards， also called consistent criterion （agreement maxim） 6. Compassion criterion （sympathy maxim）.
III.Analysis of the Using of Pragmatics Theory in English Teaching and Communication Competence Improvement.
3.1.1 The application of the cooperative principles in English listening teaching
Listening is also a very important part in the teaching of English， and an important standard to measure a personal language comprehensive ability. This is the cooperative principle in the application of English listening as below.
E.g.： A： What do you think of my new shirt？
B： Oh， you are very pretty today.
From this example， B’s answer is a violation of the principle of cooperation relationships criterion. But through the analysis we can find B’s reaction is the right answer to A' s word， so only on the surface of A's violation of the relation criterion， in fact， it is the just answer to A's problem， and make a reaction to the intention of the talk. So in the listening teaching， teachers should pay attention to the use of the theory of pragmatics， combined with pragmatics knowledge. Guide students see their rich content in inner contains through the language material. Grasp the real intention of speakers. In this way， teachers can realize the perfect combination of principles of pragmatics and the audio materials and improve the students' listening level.
3.1.2 The application of the cooperative principles in communication competence improvement
In A miserable ， merry Christmas， when the father asked “me” what Christmas gift I wanted； there came the following dialogue：
"Nothing but a pony？” My father asked.
"Nothing， "I said.
“Not even a pair of high boots？"
"No， not even boots."
"Not candy？ There ought to be something to fill your stocking with and Santa Claus can't put a pony into a stocking.”
"All I want is a pony， "I said， "if I can't have a pony， give me nothing， nothing.”
The above dialogue violates the Quality Maxim. “I” eagerly wanted a pony， but Santa Claus can't put a pony into a stocking， then I said， “If I can't have a pony， give me nothing， nothing". In reality， whey a boy asked his girlfriend what gifts she wanted at Christmas； the girl may answered， “I want nothing， nothing.” If the boy didn’t know the cooperative principles， then he couldn’t understand his girlfriend’s words true meaning. So we can improve communication competence by learning pragmatics and applying it in daily life. Another example in one of Maugham’s novel--The Luncheon，Maugham intends to violate the Maxim of Quantity by repeating several sentences：
"I never eat more than one thing； I think people eat far too much nowadays. A little fish， perhaps. I wonder if they have any salmon."
"I never eat more than one thing. Unless you have a little caviar…"
"I never drink anything for luncheon， except white wine..."
"Why don' t you follow my example and just eat one thing？"
"No， no. I never eat anything for luncheon； I couldn't possibly eat anything more unless they had some of those giant asparagus.” The woman repeated that she never ate more than one thing； but the fact is that she ordered luxurious food one by one. If we knew the Maxim of Quantity， then we can analysis the woman’s character by her words. Then we can take different methods to communicate with different people. Here comes another question--How to develop Communicative Competence by Applying Pragmatics？ It is important to focus on language form in foreign language learning. The main goal of an English language course is to develop the ability to really communicate in English. When finishing the study， the learners should be able to communicate effectively in English outside the classroom for study，work and leisure.
Over a long period of time， the students' communicative competence in English Language Teaching （ELT） has not been taken into serious account. As a result， although the students have a large scale of English vocabulary and have learned a great deal of English grammatical rules， they do not have the ability to use the English language fluently and accurately， and to understand its use in spoken and written communication. This phenomenon relates closely to the teaching method we used to apply in the process of ELT which was traditionally called "grammar-translation method".
In the light of the linguistic view， language is a means of communication with other people. Communication is a goal for language using. And we know the key nature of pragmatics is the study of the use of language in communication. Pragmatics plays such an important role in language teaching that we should not ignore its importance in the process of the cultivation of students’ communicative competence. In language teaching， communication is usually divided into four main skills： listening， speaking， reading， and writing. Listening and reading are receptive skills， while speaking and writing are productive skills. Effective listening and reading require as much attention and mental activity as speaking and writing. Two common misconceptions are that the productive skills are more "communicative" than the receptive skills， and also that they are the basis of the learning process itself. To some extent these misconceptions are understandable. Everyone likes quick， tangible results， for example， learners producing lots of sentences in English. But children begin to learn their mother tongue by listening before they speak， and the same is true of immigrants or foreign residents learning a second language. Both children and learners of a second or foreign language have wide， varied exposure， which helps them learn the language and develop communication skills.
Rather than emphasizing the productive skills at the expense of the receptive skills， it is better to exploit the natural relationships between them， for example， the skills of listening and speaking are combined in conversation. Outside the classroom， we continually integrate the skills or switch from one to another. It is important to replicate this natural integration of skills in the classroom as much as possible. Apart from reflecting the natural use of language， it offers different opportunities for different types of learners， for example， the extroverts who like to speak a lot， the Introverts who prefer to listen or read， and the analytically or visually oriented learners who like to see how words are written and sentences constructed.
More recent discussions of language teaching methodology have emphasized the importance of providing opportunities for learners to communicate. In recent years， the approach of Communicative Language Teaching （CLT） has become a common trend in English as a foreign language teaching in China.
Language teaching can he defined as the activities which are intended to bring about language learning. Communicative language teaching is an approach to foreign and second language teaching which emphasizes that the goal of language learning is communicative competence and which seeks to make meaningful communication and language use is a focus of all classroom activities. The communicative approach was developed particularly by applied linguists in 1980s as a reaction away from grammar-haled approaches. Communicative language led to a re-examination of language teaching goals， syllabuses， materials， and classroom activities and has had a major impact on changes in language teaching worldwide.
3.2 The application of relevance theory in English Reading teaching Relevance theory has explained the psychological cognition process that the information receiver how to understand and inferred the information of the senders’ real intention. And reading comprehension is a cognitive psychological process that made by a kind of language through surface infers the deep intention of the information produced. It is a process that from express information， derivate information and communication intention. So reading is based on cognitive principles and to use the readers’ own language knowledge and background knowledge to make a positive thinking and reasoning process to the article. This is a subjective， active process. And the key to realizing this initiative is the good use of relevance theory.
E g： A ： Would you like some coffee？
B： Coffee would keep me awake.
From B's answer， A can derive B don't want to drink tea or can also derive B want to drink tea. The reason why we can deduce two completely opposite conclusion is that readers choose two completely different supposing contexts. So to B’s answer， only by using language decoding is not enough. We need cognitive inference， i.e ： with a certain context hypothesis by combining deductive reasoning to draw the real intention of B.
So in reading teaching， teachers must teach students relevance theory knowledge， so that the students can really understand the author's inner meaning and improve the students' reading ability.
3.3 The application of politeness principles in Teachers’ classroom performance
When teaching in classroom， the use of politeness principle is helpful to build a good classroom atmosphere. Reduce the conflict between teachers and students. Increase the students' self-confidence. When the teacher wants to let the students answer questions， the teacher usually say：
1. Please has a try.
2. Don’t be afraid. Just have a try.
3. Be brave， I will help you.
This is the embodiment of strategy criterion in the English classroom. Such words provide greater leeway to students and appear polite， courteous. In the classroom， when the students answered the question， teachers must be timely to praise them. The politeness principle must be used as much as possible by teachers， and make the teaching smoothly.
IV.The Enlightenment of Pragmatics on English Teaching
First of all， we should make clear what pragmatic ability training depends on. Pragmatics theories tell us， it depends on the four factors： language knowledge factors； Context factors； Psychological linguistics factors； Social linguistics factors. So arrange classroom teaching activities from the four aspects will play a good teaching effect. Secondly， because pragmatic phenomenon is hard to use abstract model to explain， can only establish some criteria as the basis when using the language， so teachers can choose some understandability， and very practical pragmatics theory using in speech communication teaching.
There are many aspects that can influence English teaching： the aspect of students； the aspects of teachers and the aspects of the environment. In a word， English has become the important means of China's participation in international communication， improve the international competitiveness. In English teaching， the teacher should not only teach students language， but teach students' pragmatic more. The language as the foundation， by the pragmatic for the purpose， let students learn some theory knowledge such as the cooperative principle and politeness principle and so on， so as to make its application， and finally to improve language communicative ability.
From discussion above， we can draw conclusion like this： as long as we know the pragmatic principles， as long as we put pragmatics knowledge into our teaching practice， guide our teaching， then our students' linguistic competence will surely be greatly improved.