英汉委婉语的语用功能对比分析英语毕业论文

专科生毕业报告论文题目：ComparativeAnalysisofPragmaticFunctionBetweenEnglishandChineseEuphemism英汉委婉语的语用功能对比分析

AbstractEuphemism,cosmeticwords,isnotonlyalingualphenomenon,butalsoaculturalandsocialphenomenon.Itislikeamirror,reflectingthevalues,aestheticconceptionsandmoralconceptsinsomeextent.Euphemismplaysanimportantpartinsocialcommunication.Itislikelubethatavoidshurtingtheotherparty’sfeeling.Itoilsthehumanrelationshipincommunicationandhelpstosavefaceofcommunicators.Ifpeoplemakefulluseofeuphemism,itcanaccelerateandfacilitatehumancommunication.Thispaperelaboratesonthefeaturesandsocialfunctionsofeuphemism.AnditfocusesontherelationshipsbetweenitspolitefunctionsandPolitenessPrinciple.Asanimportantrhetoricmeanstoharmonizeinterpersonalrelationships,euphemismsarewidelyusedinbothChineseandEnglishverbalcommunication.However,indifferentcontext,euphemismsperformdifferentpragmaticfunctions.Basedondifferentpragmaticfunctionsofeuphemisms,thisarticleaimstodiscussthesimilaritiesanddifferencesofChineseandEnglisheuphemisms.ThisthesisiscomposedofsixpartswithChapterFourandFiveasitscore:Thefirstchapterfocusesontheoriginanddefinitionsofeuphemism.Thesecondchapterdiscussesthefeaturesofeuphemisminmanyways.Thethirdchaptertalksaboutthesocialfunctionsofeuphemismfromtheangleofpragmatics.Thefourthchapterformsthebasisofthewholeresearchbyconnectingeuphemismwithpolitenessandface-savingtheory.ThefifthchaptercentersoneuphemismandPolitenessPrinciple.Thelastchapterconcludesthewholethesis.AppropriateuseofEnglisheuphemismcancontributealottosuccessfulmessageexchange.【KeyWords】euphemism,pragmaticfunctions,verbalcommunication摘要委婉语是一种语言现象，一种文化现象，更是一种社会现象，在一定程度上，它反映了社会的价值观，审美观和美德观。委婉语在社会交际中发挥着重要作用。日常的约定俗成的委婉语能起润滑剂的作用，通过委婉语，可以避免语言过于直露而给对方造成伤害。它是语言使用中人们用来协调人际关系的有效润滑剂，是保全交际各方面子的重要手段。很多中外学者曾从不同的角度对英语委婉语进行了长期的研究并取得了可喜的成果。本文主要研讨了委婉语的特点，社会功用，并从语用学的角度分析了委婉语的社会功用，礼貌原则及面子问题。委婉语作为一种重要的修辞和表达手段，在英语和汉语语言交际中使用非常频繁。委婉语在日常交际中具有不同的语用功能。本文拟从委婉语的语用功能角度，对比分析英汉委婉语的异同。本文分为六个部分。第四和第五章是文章的重点。第一章主要探讨了委婉语的定义及起源。第二章从很多方面概括了委婉语的特点。第三章从语用的角度分析了委婉语的社会功用。第四章把委婉语与礼貌，面子保全论联系在一起，是本文的核心。第五章侧重于委婉语貌与礼貌原则的关系。本文的实践意义在于其分析结论有助于保证信息传递的顺利进行并促进人们的日常交流。关键词：委婉语，语用功能，口语交流ContentsIntroduction1Definitionofeuphemism2Thestructureoftheeuphemismprinciple33.1DistanceprincipleandRelevantprinciples33.1.1Distanceprinciple33.1.2Relevantprinciples43.2Politenessprincipleandselfprotectionprinciple43.2.1P3.2.2Leech'sselfprotectionprinciple54.TheformationofEnglisheuphemisms74.1Phoneticdevices74.2Vocabularydevices74.2.14.2.24.2.3Grammaticaldevices84.3.1Usingthepasttense94.3.2Usingthesubjunctivemood4.3.3Usingthepassivevoice4.3.4Usingparentheses4.3.5Using“please”4.3.6Usingtagquestions5.Pragmaticfunction115.1Taboofunction115.2Coveringupfunction125.3Politefunction136.Conclusion147.Bibliography15IntroductionIncurrentchina,Englishhasattractedpeople’sgreatattention.Theclassroomteachinghaspaidmoreattentiontothecommunicativeabilitythantheknowledge.TheEnglishthatmoststudentslearntis“muteEnglish”.Inourcountry,manyEnglishlearnersareonly“copingexamination”,butnotseeitasatoolforcommunication.Mostoftheircommunicationabilityislow,whichistheactualtruth.Inthe“spoon-feed”classroom,manystudentsonlylistentotheteacher,buthavenoopportunitiestoopentheirmouths,orstudentsonlyfollowtheirteacher,buthavenointeraction.TheseproblemsmakethestudentslosetheirinterestandenthusiasmoflearningEnglish.Hence,theclassroomlosestheactiveatmosphereand,atlast,isnotbenefitforfosteringthestudents’oralEnglish.1.Definitionandtheoreticalbasisofinteraction1.1Definitionofinteraction“Interactionisthecollaborativeexchangeofthought,feelingsorideasbetweentwoormorepeopleresultinginareciprocaleffecteachother.”[1]Byclassroominteraction,wedonotjustmeanverbalexchangesuchasquestionanswersbetweentheteacherandthestudentsinclass.Interactiontakesvariousforms.Forexample,theteacherasksastudentaquestionandthestudentrespondstoit.That’steacher-studentinteraction.Inadiscussionorgroupwork,thestudentlearnsfromotherstudents,sharesotherstudents’opinions,that’sstudent-studentinteractionorpeerinteraction.Besidesverbalcommunication,nonverbalcommunication,thesendingandreceivingofnon-languagecuesindicatingattitudeandfeeling,alsoplaysanimportantpartinclassroominteraction.Thisreferstogestures,facialexpressions,bodilypostures,eyecontactetc.Forexample,interactionoccurswhentheteacherfacesthestudents,furrowshisbrow,nodshishead,droopshishandorbodyorwinkshiseyes.1.2TheoreticalbasisofinteractionWiththeboostingcommunicationbetweeneverycountry'spoliticseconomicsandculture,theforeignlanguagesocialintercourseabilityseemstobemoreimportant.Weknowthemainpurposeoftheforeignlanguageteachingliesindevelopingandhelpingstudentstoacquireintercourseability.TheinteractivetypesocialintercourseteachingmethodwithWidowsastherepresentativeisbecominganewhottopicoftheforeignlanguageteachingmethodinrecentyears.Thetheoriesfoundationofthesocialintercourseteachingmethodincludesthelanguagesocialintercoursetheoriesandlearningtheories.Thelearningtheoriesinclude:(1)socialintercourseprinciple,trulyinvolvestheactivityofthesocialintercourse,raisingthestudyefficiency;(2)missionprinciple:languageisfortheactivityofthecompletionofmission,raisingthestudyefficiency;(3)meaningprinciple:Learners'interestedlanguagematerialsspeedalearningprocess.Accordingtothefollowingtheories,theforeignlanguageclassroomshouldbethefieldfilledwith“communication”;thelanguagebecomesthesocialintercoursemeans,i.e.“Learnwiththelanguage”.Theknowledgeandthesocialintercourseabilityacquireddependonhearing,saying,reading,writingandtranslating.So,wesaytotrainastudentthesocialintercourseability,actuallytowanttotrainastudenttohear,say,read,writeandtranslateetc.Interactionisaprocessofinteractingtheideasandemotion,handingovertheinformationandaffectingeachother.Atpresent,thecoreofpopularintercourseEnglishteachingtheoriesliesonapointthattheintercourseabilitycultivatingshouldcomplywiththeprincipleof"interaction".Theprocessofthelanguagesocialintercourseisactuallytheprocessofinformationexchange.Theclassroomisaplacethatstudentscommunicatewiththelanguagetheyhavelearned.Sotheteachingshouldbeinteractive.Underthedirectionofinteractiveteachingmethod,thetraditionalteachinginthecenterofteachersshouldturntothestudents,obeyingthewayoflearningandpracticeandcultivatingthestudents'intercourseabilitythroughtheactivitiesofheuristiclanguageinputandpractice.1.3SomemaininteractivemodesinthepresentclassroomOnaccountofthespoon-feedEnglishteachinginChina,theteacheristhelordinclassroom.Theteacher’sexplanationtakesthemosttimeoftheclassroom.Sotheteachercannotaffordthesufficientopportunitiestopracticeforstudents.Thestudentsbecomethenegativeacceptorsintheteachingprocess.Becauseoflackingofpractice,theirabilityofusingthelanguageissobad.Thus,theyfacekindsofdifficultiesinactualintercourse.CollegeEnglishTeachingSyllabuspublishedbytheMinistryofEducationrecentlyrequiresthestudentsshouldhavetheabilityof“communicatinginformationinEnglish”butnotthetraditionalabilityof“gettingtheinformationinEnglish”.Communicatinginformationisakindofsocialintercourseactivity.Itinvolvesbothsidesmanyfactorsofsocialintercourses.Akeyfactorislanguageintercourse.Thisexplainsthatthesocialintercourseabilityshouldbeenhanced.Ifwantingtotrainthestudent'sEnglishexchangeability,wehavetoadoptefficientclassroomteachingmethodandadoptteacher-studentinteractioninstudent-centeredintercourseactivities,andenhancecollegeEnglishclassroomteaching.2.Thenecessityandtheprinciplesoffollowinginteraction-teachingmode2.1ThedisadvantageoftraditionaloralEnglishteachingmodeAttheendoflastcentury,theworldenteredanageofinformation.Insuchaninformationage,withtheincreasinguseofcomputersandInternet,thehugeglobebecomesaglobalvillage.Thesearebigchangestous,andbecauseofthesechangeswerenewtheattitudeofForeignLanguageTeaching,theaimofforeignlanguageteachingistousethetargetlanguageincommunication.ChinaboaststhelargestEnglishlearningpopulationintheworld,andahistoryofseveraldecadesofEnglishteachingandlearning.AsaforeignlanguageinChina,Englishbecomesmoreandmorepopular.Inthesedecades,generally,mostschoolsstilladoptthefollowingtwoapproaches,whichhaveacommondisadvantage—lackingoforalinteraction.2.2Thenecessityandmeritoftakinginteraction-teachingmodeOnaccountofthespoon-feedEnglishteachinginChina,theteacheristhelordinclassroom.Theteacher’sexplanationtakesthemosttimeoftheclassroom.Sotheteachercannotaffordthesufficientopportunitiestopracticeforstudents.Thestudentsbecomethenegativeacceptorsintheteachingprocess.Becauseoflackingofpractice,theirabilityofusingthelanguageissobad.Thus,theyfacekindsofdifficultiesinactualintercourse.CollegeEnglishTeachingSyllabuspublishedbytheMinistryofEducationrecentlyrequiresthestudentsshouldhavetheabilityof“communicatinginformationinEnglish”butnotthetraditionalabilityof“gettingtheinformationinEnglish”.Communicatinginformationisakindofsocialintercourseactivity.Itinvolvesbothsidesmanyfactorsofsocialintercourses.Akeyfactorislanguageintercourse.Thisexplainsthatthesocialintercourseabilityshouldbeenhanced.Ifwantingtotrainthestudent'sEnglishexchangeability,wehavetoadoptefficientclassroomteachingmethodandadoptteacher-studentinteractioninstudent-centeredintercourseactivities,andenhancecollegeEnglishclassroomteaching.2.3OralEnglishinteraction-teachingmodeshouldfollowtheprinciplesInEnglishclassroom,teachingactivitiesareinteractiveactivitiesbetweentheteacherandstudents.Boththeirtongueandactionsaffecttheclassroomatmosphere.Sothetwosidesshouldfollowtheprinciples:(1)Guidanceprincipletheteacher’guidanceprinciplemeansconductingthestudentstoholdkindsofactivitiesandcreatesmoreopportunitiesforstudentstoapplytheknowledgeandskills.“Asalanguageteacher,ourmainconcernisnottoinformourstudentsaboutthelanguage,buttodeveloptheirabilitytousethelanguageforavarietyofcommunicativepurposes.”Theteacherisaconductorandmonitorinaclassroom.Andhesupervisesstudents’communicationandgiveshelpwhenneeded.Sotheteachershouldobservethestudents’processanddirectionofstudyatanytimesothattheyleadtoacommonteachingtarget.(2)EqualityprincipleFirst,theteachershouldplacehimselfonthesamepositionofthesamelanguagelearning,participateintheiractivitiesandexperiencetheirfeelings.If,intheteaching,theteacherwouldliketoandcanplacehimselfintheroleofthelearner,theywoulddeeperunderstandlearners’challengeanddifficulties,andcanstronglyfeelthestudents’needsothatteachthembetter.Second,theteachershouldtreateachstudentequally,butnotpaymoreattentiontoordiscriminateagainstonestudent.Theyshouldrespectmutually,trustmutually,andcooperatemutually.Itcanhelpremovestudents’stressandanxietyandencouragestudentstoexpandcreativestudyspirit.(3)EncouragementprincipleProgress,succession,victory,andendorsearehopedbyeachstudent.Also,theyarestudents’motivationoflearning.Intheteachingprocess,theteachershouldmakefulluseoftheencouragementprinciple,understandeachstudentandobservehimorher.Ateachershouldbegoodatlisteningtothestudentsandshouldlearntohowtoappreciatethem,whichcouldsetupthecommentaryconsciousnessthatscienceandartarecombinedtogether,andthenencouragesthemtoparticipateintheclassroomintercourseactivityactively,especiallythoseintrovertedstudents.Forthem,“theteachermustfirstdiscoverandeliminatethementalobstacleinforeignlanguagelearning.”andimprovetheirapplicationabilityoforalEnglish.(4)Interestprinciplethecontentsofthe“interaction”activityshouldcontributetoinspirethestudents’interest.“Whetherthestudentsaremoreactiveornotistheoneofkeyfactorsofdeterminingtheteachingeffect.”Thetediousteachingistheperformancethattakesnoresponsibilitytothestudent.Englishdiffersfromotherfoundationacademics.Englishisnotonlyaknowledgelesson,butalsoapracticelesson.Ifwecannotarousethestudents’interest,theywillfeellearningEnglishisdrudgery.Intheteaching,thus,weshouldincreaseinterest,fullyconsiderstudents’requestoftheinterestofteachingcontentintheprocessofteachingdesigning,andstirsupmaximallythestudents’interestinthestudy.3.PersonalinteractionintheoralEnglishteaching3.1TherelationshipbetweentheteacherandstudentsInordertomaketheclassroominteractionmoreeffective,theimportanceoftherelationshipbetweentheteacherandthestudentcannotbeoverlooked.Agoodteacheroughttoknowhisstudentswell,forunderstandingofthestudents'backgroundprovidesanimportantbasisfortheteacher'splanningateachstepoftheteachingprocess.“Boththeorganizationoftheclassroomandtheprocessofacquisitionareachievedthroughtheteacher’stalk.”Sotheteachershouldusetheappropriatewords.Asoundrelationshipneedstobeestablishedonthebasisofmutualrespectbetweentheteacherandstudents.Respectforpeopleisconsideredasanessentialpartofeducationandthemostimportantcontributortogoodrapportbetweentheteacherandstudents.Whentheteachercomestoaclass,hegetsafirstimpressionofit.Ifheisinterestedintheclass,hewillworkhardtomeetthestudents'expectations.Onthestudents'part,astheyseetheirteachersoenthusiasticaboutandinterestedinthem,theywillparticipateactivelytocooperatewiththeteacherandhelpcreateaclimatewithintheclassroom.Asaresult,boththeteacherandstudentswillbecomeequallyresponsibleforthemselvesandtheclass.Themoreharmonioustherelationshipbetweentheteacherandthestudentgrowsthemoreconspicuousthedynamicqualitiesofclassroomlearningbecome.Students,insuchanatmosphere,becomemoreindependentinlearning.Theyfeelthattheyhavetheresponsibilitytobehavewell,toperformwell,tolearnandtorespondmoreactivelythanbefore.Ratherthanpassivelysittingthereandreceivingfactsandknowledge,theybecomeactiveparticipantsintheclassroomactivities.Ratherthanlecturerofinformation,theteacherisnowaguideandhelper.Inaword,whenthereisalivelyclassroomclimate,iftheteacherisingoodrapportwiththestudents,theywillfeelmoreateaseindoingwhateverinclass.Theinteractionbetweentheteacherandstudentswillbeeasilygoingon.Butsofarasthiskindofrelationshipisconcerned,theteachershouldnotgettooclosetothestudentsortheywilllosecontrolovertheclass.Aproperdistanceisalwaysnecessary.Makesurethestudentsrealizethatintheclassmutualrespectisemphasizedeventhoughallarefriendsoutsidetheclass.3.2TwotypesofpersonalinteractionInaclassroom,theteacheroftenaskstudentsquestionsandthestudentsanswerthem,orthestudentsraisethequestionsandtheteacheranswers,ortheteacherparticipatesintheactivities.Theseareinteractionbetweentheteacherandstudents.Andanotherinteractionisthatamongstudents.Inthiskindofinteraction,always,theteacherisamonitorandthestudentsarethemainparticipants.(1).Teacher-studentinteractionCentraltoclassroomlearningistheinteractionbetweentheteacherandstudents.Teachingisalwaysashared-relationshipjob.Italwaysinvolvespersons.Itneverinvolvesonlyonepersonoronething.Justbecauseofthat,theteacherhastochangehistraditionalroleasalecturer.“Soweshouldshowthesameinterestinallstudents,makeallstudentsparticipate,andespecially,showgreatpatiencetotheweakestamongthem.”Theteacherwillhavetoprovideguidanceandinspiration,decidewhatquestionstoaskandhowtoaskthem,andcreatelearningsituationsthatstimulatestudentstolisten,read,write,discuss,askquestions,performtasks,solveproblemsorengageinotheractivities.Theteacher-studentinteractioninclassroomsettingisboundupwiththeteacher'steachingstyle.(2).InteractionamongStudentsanotherimportantaspectofclassroominteractionwearegoingtoconsiderinthischapteristhattheinteractionhappensamongstudents.Inthetraditionaloralclass,theteacherwasthecenterofclassandthestudentswereonlylisteners.Theylistenedtotheteacherallthetime,receivinginformationwithoutusingtheirownminds.Wecouldobserveinthiskindofclassroom,wherestudents'silenceandquietnesswereverystrikingfeatures.Withtheongoingnation-widereformofELT,thisexchangestructurehasbeensharplycriticizedonthegroundthatitfailedtogivethestudentsopportunitiestoaskquestionsthemselves,nominatetopicsofinterest,andnegotiatemeaning.Inrecentyears,learner-centeredteaching,task-basedapproach,andco-operativelearningareadvocatedbymanyresearchersandlanguageteachers.3.3Classroomclimate“ThegoalofclassroommanagementistocreateanatmosphereconducivetointeractinginEnglishinmeaningfulways.”Therearemanyfactorsthatcontributetoapositiveclassroomclimate,suchasmutualrespect,goodrelationship,informalteachingmethodsandteachers’displayofstudents'workbeforetheclass.Allthesefactorshelpbringaboutalivelyclassroomclimate.However,therearealsosomefactorsthatmayundermineaneffectiveclassroomclimate.Oneveryimportantfactorthatmayinfluencetheclassroomclimateisthelanguagetheteacherusesinhisinteractionwiththestudents.Everyutterancethatateachermakesduringaclassconveystheteacher’sunderlyingfeelingsandexpectationstothestudents.Thisisparticularlyevidentinhowteachersreacttothestudent’sincorrectcontributionsinclass.Ateacher'slanguageandmannershouldbecommendable,fortheyhavedirectinfluenceonstudents.Forateacher,situation-specificlanguagewithfamiliarvocabularyismostappropriateinsteadoflanguagewithhighlyprofessionalvocabulary.Whenastudentgivesawronganswerinclass,itisimportantfortheteachertocommentonthecontributionitselfratherthanthestudentandtoavoidsaying“whatapity!Youevencouldn'tanswersuchaneasyquestioncorrectly.”Suchremarkswillembarrassthestudent.So“Genuinepraise,appropriatelydelivered,enablesstudentstowelcomecriticismandgetbenefitsoutofit.”Teachersshouldkeepinmindthatstudentsareeasilyhumiliatedintoobediencebytheuseofsarcasticremarks.Theyaregrown-upsandtheirself-esteemneedstobeprotected.Anydirectorovertcriticism,embarrassmentofstudentsmaycausegreathindrancetoasoundclassroomclimate.Inordertomaintainaneffectiveclassroomclimate,alittlebitofhumorisnecessary.Anotherimportantfactorthatmayposeathreattoclassroomclimateisthestandardofworkexpectedbytheteacher.Ifthestandardissettoohigh,thestudentswillbeafraidofmakingmistakessoasnottoopentheirmouthsinclass,hence,therewillbenomoreinteractionbetweentheteacherandthestudent.Butontheotherhand,toolowastandardofexpectationmaycreateafalsesenseofachievement.Itdoesnotreflectthetrueprogressorsuccessofthestudents.Inaword,aneffectiveclassroomclimateneedstobefollowedtheinteractionprinciples:guidance,equality,encouragementandinterestprinciple.Underthehypothesis,theteacherandstudentscanestablishthegoodrapportanddoesthegroupwork.4.TheevaluationoftheinteractiveoralEnglishteachingmode4.1Someprinciplesshouldfollowwhenevaluating(1)Guidanceprincipletheteacher’guidanceprinciplemeansconductingthestudentstoholdkindsofactivitiesandcreatesmoreopportunitiesforstudentstoapplytheknowledgeandskills.(2)EqualityprincipleFirst,theteachershouldplacehimselfonthesamepositionofthesamelanguagelearning,participateintheiractivitiesandexperiencetheirfeelings.(3)EncouragementprincipleProgress,succession,victory,andendorsearehopedbyeachstudent.4.2TheconceptofevaluatingThecontentsofthe“interaction”activityshouldcontributetoinspirethestudents’interest.“Whetherthestudentsaremoreactiveornotistheoneofkeyfactorsofdeterminingtheteachingeffect.”Thetediousteachingistheperformancethattakesnoresponsibilitytothestudent.Englishdiffersfromotherfoundationacademics.Englishisnotonlyaknowledgelesson,butalsoapracticelesson.Ifwecannotarousethestudents’interest,theywillfeellearningEnglishisdrudgery.Intheteaching,thus,weshouldincreaseinterest,fullyconsiderstudents’requestoftheinterestofteachingcontentintheprocessofteachingdesigning,andstirsupmaximallythestudents’interestinthestudy.4.3ThetechnologyofevaluatingThestudentsbecomethenegativeacceptorsintheteachingprocess.Becauseoflackingofpractice,theirabilityofusingthelanguageissobad.Thus,theyfacekindsofdifficultiesinactualintercourse.Akeyfactorislanguageintercourse.Thisexplainsthatthesocialintercourseabilityshouldbeenhanced.Ifwantingtotrainthestudent'sEnglishexchangeability,wehavetoadoptefficientclassroomteachingmethodandadoptteacher-studentinteractioninstudent-centeredintercourseactivities,andenhancecollegeEnglishclassroomteaching.ConclusionWhileEnglishismoreandmorewidelylearnedandtaughtinChina,theresultsarefarfromexpectation,especiallyinoralexpression.Althoughmoreandmoreteachershavecometorealizetheurgencyandimportanceoftraininglearnerstoacquireabilitytocommunicate,weshallfeelsadandworriedaboutourinefficientteachingandlearning.Althoughmostlearnershavecometorealizetheurgencyandimportanceofacquiringtheabilitytospeakthetargetlanguage,whydosomanyofthemlackofinteractionorkeepsilentintheoralclass?Weallhavetorealizethesignificanceoforalproficiency.However,iftheteacherskeep“spoon-feed”toteachtheirstudents,forstudents,therewillbenocommunicativecompetencetospeakof.Silenceorinactiveparticipationinclassgreatlyhindersthedevelopmentoflearners'oralproficiency.Therefore,teachersshouldtrytoliveuptotheirexpectationandmotivatethemtospeaksoastogainthedesiredskill.Webelievethatthemosteffectivewaytoachievethisisforteacherstoadoptinteractiveteachingapproachintheoralclass,whichhaslongbeenneglectedbutisurgentlyneededintheoralclass,aswellastotheirlinguisticcompetence.Thisrequirestheteachersshouldchangetheoldteachingmethod,obeytheinteractionprinciplesandsetupthenewrelationshipwiththeirstudents.Onlybydoingthiscanwecreateafree,interactiveclassroomatmosphereforstudentssothattheycanovercometheiremotionalobstaclesandactivelyparticipateinclassroomactivities.Andthentheteachersshouldgivemoreopportunitiesforinteractingamongtheirstudents.Inthiscircumstance,thestudentscanexperiencetherealcommunication,whichisthefinalgoalofteaching.Astheeducationorganization,theequipmentsshouldbenoted,suchastheclassroom,mostoftheChineseschoolshavenotenoughclassroomsthatleadtoanumberofstudentssharinginaclassroom.Itisnotbenefitfortheinteractionclimate.Bibliography[1]Peccei.J.S.Pragmatics.AnIntroduction.Introduction.北京：外语教学与研究出版社，2000；[2]Ellis,R.TheStudySecondLanguageAcquisition.Oxfod:UniversityPress,1985；[3]James,C.ErrorsinLanguageLearningandUse.NewYork:Longman,1999；[4]Nunan,D.TheLearner-CentredCurriculum.CambidgeUniversityPress,1988；[5]孟继有.英语学习北京知识:美国加拿大[M].北京，北京大学出版社，2001；[6]高奋，西方现代主义文学源与流宁波：宁波出版社，2000；[7]黄国文语篇与语言的功能长沙：湖南教育出版社，1998；[8]王寅语义理论与语言教学上海：上海外语教育出版社，2000；[9]方文礼：“外语任务型教学法纵横谈”，外语与外语教学，2003年第九期；[10]李泉：《对外教学理论思考》，教育科学出版社2000年版。基于C8051F单片机直流电动机反馈控制系统的设计与研究基于单片机的嵌入式Web服务器的研究MOTOROLA单片机MC68HC（8）05PV8/A内嵌EEPROM的工艺和制程方法及对良率的影响研究基