可以利用“信息差”来组织课堂教学、通过了解文化差异、减少语用失误等方式不断增强学生的交际能力。
Classroom teaching can be organized by "information difference." Students' communicative competence can be improved by means of understanding cultural differences and reducing pragmatic mistakes.
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。
We should bring the roles of these three factors into full play in cultural teaching so as to improve the students' pragmatic competence.
但是在我国大学的英语教学中，常常忽视了英汉文化差异，从而频频造成语用失误。
However, the differences between English and Chinese are often neglected in English teaching, which leads to frequent pragmatic errors.
在英语教学中应克服负迁移的影响，运用语用正迁移培养学生跨文化交际能力。
In English teaching, we should overcome the influences of negative transfer and cultivate students' cross-cultural communicative ability with positive transfer in pragmatics.
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。
Therefore, to attain the ultimate goal of culture teaching, pragmatic competence development is indispensable.
本文论述了英语听力课中的文化导入及文化教学，特别是语义和语用文化教学。
The teaching of listening cant avoid culture teaching, especially the culture introduction and culture teaching, semantic and pragmatic culture education.
本文通过对语言中语义、语用文化差异的对比分析，探讨了汉语学习中对待文化差异的态度及文化教学原则。
This essay focuses on the analysis of the language semantics and the culture difference and thereafter explores the attitude towards Chinese language learning and the principles in culture teaching.
而“文化语法”教学的重要目标是教授语用合适性。
So this foreign language teaching of "grammar of culture"must be emphasized in order to develo…
虽然语用失误是跨文化交流不畅的主要原因，但是却很少受到关注，特别是在传统的外语教学中。
Though it is a primary cause of cross-cultural communication breakdown, pragmatic failure receives little attention, especially in traditional foreign language teaching.
研究方向：语用学、外语教学论、中西方文化比较。
Brief academic orientation: Pragmatics, Teaching Methodology of Foreign Languages and Comparison on Eastern and Western Cultures.
在此基础上，本文提出英语教学应该将培养学生的语用交际能力以及提高学生文化意识作为教学的两大重要任务。
Based on this then, the author goes on to further point out that developing learners' ability to perform speech ACTS and promoting their cultural awareness are two major tasks for EFL instruction.
在此基础上，本文提出英语教学应该将培养学生的语用交际能力以及提高学生文化意识作为教学的两大重要任务。
Based on this then, the author goes on to further point out that developing learners' ability to perform speech ACTS and promoting their cultural awareness are two major tasks for EFL instruction.
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