Chapter Two Theoretical Developments of Pragmatic Competence in FL/EFL Teaching

We start with the theme of our research from the question of consuming too much time,but producing little effect in Chinese EFL teaching.We find in the research that the problem of EFL teaching in China is still ascribed to the long-term preference to teaching and learning linguistic or grammatical competence influenced by the educational tradition and examination-driven value（Dai Weidong,2008; Hwang,2009）,even though communicative language teaching along with some other fresh second and foreign language teaching techniques has been introduced into Chinese EFL teaching in recent years.

We assume that the causes for the problem in Chinese EFL teaching are the understanding and implementing of pragmatic competence due to its theoretical guidance in the establishment of the instructional objectives,course curriculum,and the criteria for assessing language learning.We also assume that pragmatic competence is crucial for FL/EFL language teaching and learning,and it is difficult to describe and specify in practical teaching and research.For proving the assumptions,we have surveyed the theoretical development of pragmatic competence in second or foreign language education,investigated the improper understanding and implementation in foreign lan guage teaching,and studied the role of pragmatic competence in second or foreign teaching and learning,and its role in making a distinction between SL/ESL and FL/EFL teaching and learning.In the investigation of the problem existing in the current second or foreign language teaching and research,especially in the study of ILP,and the distinction between SL/ESL and FL/EFL teaching,we have found out that an effective way of solving the problem is a comprehensive interpretation of pragmatic competence because the study of pragmatic competence is crucial to a better understanding of communicative competence and influential in attaining successful FL/EFL teaching and learning.As a consequence,we think the serious challenge confronting Chinese EFL teaching is:theoretically,make a comprehensive study of pragmatic competence in that learners' pragmatic competence could be specified as the operative objective; practically,explore an effective approach to developing learners' pragmatic competence in FL/EFL settings.To achieve this purpose,we need to have an understanding of the real present conditions of foreign language education,and especially the present study of pragmatic competence in FL/EFL teaching.Therefore,in this chapter,we are about to discuss the introduction of communicative competence as the theoretical guide of linguistic ability to second or foreign language education in order to make clear the position of pragmatic competence in establishing the instructional objective and target language proficiency,and its recognition and realization in actual foreign language teaching and learning.In examining the question of interpreting and implementing pragmatic competence in foreign language teaching and ILP,learning or linguistic environment has been found to be the cause and effect in affecting its interpretation and implementation.The data about this finding were disclosed,in that we have displayed the distinction between SL/ESL and FL/EFL.The topic of distinguishing SL/ESL from FL/EFL,in fact,is controversial among western and Chinese scholars in the traditional applied linguistics and SLA.The view of drawing the distinction between SL/ESL and FL/EFL finds that it is true of the difference between SL/ESL and FL/EFL,in particular about the interpretation and realization of pragmatic competence.Compared to the context of SL/ESL,there are many more disadvantages in understanding and realizing pragmatic competence in the context of FL/EFL,where pragmatic competence is considered as one of the most difficult and primary points in target language teaching and learning.