Question

英语教学与跨文化交际

来几篇 这类的论文， 必须是英文的。
好的话给加分。。
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Answer 1

.2.3 Reading
English reading ability is a comprehensive ability. If one wants to read an article, find out the main idea, use the information provided by the articles for inference, judgment, reasoning, he or she must master not only English language knowledge, but also a certain degree of expertise or background knowledge. When students were reading an article, although they didn’t encounter a new word, had no grammatical obstacles and understand the literal meaning of each sentence, they cannot understand the overall effect of the article content and the main idea. Because when students were reading, they always considered English equal as their mother tongue, or affected by the traditional culture of the mother tongue, intentionally or unintentionally to treat the context and meaning of these two cultures equally, so some errors of judgments will happen. Therefore, when we are training students’ reading abilities, we must base on training them to understand the whole passage or paragraph so that they can understand and become familiar with the material and cultural significance related to certain social background; understand the author's tone; be familiar with the article style and writing tendencies, correctly understand the true meaning of the text, and choose the correct answer. [12]
The learner’s lack of cultural background knowledge often hinders their comprehension in reading. For example, we mean pornographic by the word “huang” in Chinese, but in English, “blue” is taken instead of “yellow”. If learners don’t know, they will not understand what “blue film” or “blue video tapes” mean though the words are easy. This illustrates that words’ connotation is the result impact by language. So more attention should be paid to cultural background in learning idioms and literary works, otherwise, we have no means of understanding the implication of words and passage correctly.
4.2.4 Writing
In writing, the differences between the Chinese and western modes of thinking play an important part. Chinese are accustomed to thinking in a spiral way, while English and Americans in a linear way. This difference in thinking often leads to misunderstanding. Sometimes a learner’s composition is perfect in terms of grammar and logic, but when a foreigner reads it, he or she may misunderstand the original meaning of the sentences. [13]
In written expression, the Sino-British cultural differences are primarily in terms of cultural connotation. In different cultural backgrounds, some words have different meanings. In the writing process, students must pay much attention to them. For example, the Chinese used dragon as an analogy to courage and auspice, while to Europe and the U.S. people, ferocious dragon is a symbol of the disaster; Chinese has the saying that "When a rat runs across the street, everybody cries, ‘kill it!’” from this one may draw a conclusion that the Chinese people hate rats, but Disney introduced Mickey into his paradise to make it become a household love animals; [14] Chinese use “red eyes” to express “envy” while English use “green with envy”. [15]
When teachers train students written expression skills, they must contrast these cultural differences between China and Britain; otherwise, the students’ misunderstanding the culture, in a sense, is more serious than making errors in language.
5. The approaches to develop intercultural competence
Cultural teaching methods are diverse. The primary task of teachers is using various methods to teach culture and to improve students’ sensitivity to culture and cultivate cultural awareness, so that they can initiatively and willingly absorb it and involve in the new cultural environment.
5.1 Exploring existing materials’ enlightening points about the cultural knowledge.
We should as much as possible keep an eye on the implicit cultural phenomenon of materials, consider these enlightening points of cultural knowledge as the premise to expand appropriately, and try our best to express what their cultural values should be. [16] In other words, we should introduce students to the relevant cultural background knowledge, but also actively guide them to analyze, identify, develop what is useful or healthy and discard what is not for all kinds of social ideology and cultural ideas and cultural concepts. Accumulating these enlightening points about the cultural knowledge will make students benefit. It has stressed the “attention” because in many educational materials, a lot of cultural knowledge is potential, and it is not easy to grasp. It is requiring teachers to have a certain level of cultural understanding and cultural sensitivity. And to achieve this, teachers should do much more work in lesson preparation. In order to continuously improve their own ideological and theoretical level and integrated cultural accomplishments, teachers should make "exploring cultural knowledge enlightening points” as a necessary teaching basic skill.
For example, in the students’ book of Junior English 7A, unit3 which is published by oxford press, the word “dragon” (Long) appears in the teaching material. The material teaches students to celebrate the Dragon Boat Festival. Teachers can seize this cultural knowledge to point out different cultural connotations of "dragon". Dragon in the eyes of Chinese people is an auspicious animal. There is a saying: everyone hopes his or her children to be a dragon. That means, “to with one's children have a bright future”. Dragon is a symbol of China's feudal dynasty era of imperial authority, a representative of imperial; Dragon is the Chinese nation's totem, which contains profound cultural traditions and spirit of the nation. [17] While Westerners think that the dragon is a symbol of evil, cruel raging monster, and should be eliminated. In some depicting saint and heroic legends, about the deeds of struggling with monsters such as dragons, it always ended with the monsters being killed. Understanding the different meanings of "dragon" in Chinese and foreign cultures will help students to understand the content of the materials and avoid ambiguity and misunderstanding.
5.2 Designing the introductive point of cultural education.
Teachers must be good at teaching cultural knowledge points which are discovered during lesson preparation, and combining teaching process timely by selecting appropriate methods and organic framework bridge to expand these enlightening points, so that the students can expand their cultural knowledge. As a teacher, we should strive to make English classes as a battlefield for teaching cultural knowledge. In this regard, special attention should be given to integrating theory with practice, and different teaching methods to treat different students and teaching content, and use a variety of teaching methods to create a good cultural atmosphere in classroom. In practical teaching, the following methods are available to select.
5.2.1 Discussion and contrast
Because different languages reflects different cultures, so discussion and contrast can become one of the most commonly teaching methods when teachers want to introduce cultural knowledge. Teachers can grasp the phenomenon of Western culture in the textbooks so that students can make discussions related to the cultural phenomena in our country, and do some comparative analyses. Such discussions will make it possible to bring the initiative of students into full play and at the same time, improve students’ study become more effectively, and make the classroom atmosphere become actively.
In the students’ book of Junior English Book6A, unit 8, the lessons is about Christmas, we can ask the students to compare the Western Christmas and Chinese Spring Festival, guide students analysis the difference of customs of the most important festivals in China and foreign countries, and find out that how these differences reflects different national traditions and cultural values. Most of students understand some Christmas customs, such as Christmas shopping, Santa Claus, Christmas cards, Christmas trees, Christmas songs. And students are familiar with Chinese Spring Festival customs: New Year's Eve celebrating New Year, or firecrackers, worship bumper year, money given to children as a Spring Festival gift and so on. Group discussions can deepen students’ understanding to the Western Christmas, the major festival, and also can further guide students to explore the hot discussion that the Chinese people celebrate foreign festivals. [18]
For another example, in Lesson29 of SEFC Book 1A, we can teach the different eating habits between Chinese and westerners by the way of co-operative learning like the following:
First of all, teachers design a question: Get students to fill in TABLE 1:
TABLE 1

Chinese Westerners
staple food (主食) rice, steamed bread noodles, etc bread, etc
non-staple food(副食) pork, chicken, beef, mutton, fish, bean products, etc. beef, fish, chicken, mutton, boiled, vegetables, etc.
drinks tea, soft drinks, liquor, etc. coffee, soft drinks, wine, etc.
table-ware(餐具) Chopsticks, spoons knives, forks, spoons
serving order all dishes served together, soup served at last. No dessert. appetizer, soup, main dish, dessert.
others ① Order/prepare a lot of dishes to show the host’s generosity and hospitality. ② All guests share the different dishes.③ The host will keep persuading the guests to eat more even though they may be full. ①Each has his or her own share, which is enough for themselves, usually there is nothing left afterthe meal.②The host may suggest some more to the guests, but never keep persuading.
Secondly, the students are divided into groups and discuss the question.
Thirdly, each group is required to collect the answers and report the answers in public.
Finally, teachers can summarize the answers from each group.
After finishing the question, every participant must be clear about the cultural difference of eating habits between the Chinese and westerners.
5.2.2 Plays in and out of class
It is proved that plays in and out of class are probably the most efficient ways of language teaching.
The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-confrontation” with the target cultural communicates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural context. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.
In the listening book of Senior English book3 unit24, the material involves "finding a job", English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working conditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.
A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By combining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.
Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It encourages the learners to view the linguistic and cultural knowledge as a tool for communication rather than as an academic subject. It can bring life and vitality to the classroom.
5.2.3 Classroom presentation
At the beginning of each lesson, teachers can hold a "cultural corner" sessions, with 5-10 minutes. Teachers or students can introduce one aspect of Western culture, such as famous events of foreign country in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally become broad and rich.
5.2.4 Photo display
Use maps, photographs, and illustrations of the text to introduce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introduce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of freedom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other countries or ethnic representation construction.
5.2.5 Song appreciation
The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural content. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the content of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like "Love is blue."(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try to see if there are any new experiences. [19]
5.2.6 Foreign festivals on the campus
This activity is of great interest to young students. The celebration could take place in a class, a grade or the whole school with the help of the branch of the Youth League. All kinds of activities can be held in festivals, such as performance of foreign songs, dancing and dramas, holding costume parties, watching foreign films, attending lectures given by foreign experts and enjoying foreign food. By celebrating foreign festivals, learners will immerse in the target cultural context. Teachers are to give introduction on the origin and the conventional activities of the festival. A comparison of the similarities and differences between the foreign festivals and Chinese festivals can develop the learners’ cultural awareness. [20]
5.2.7 Using authentic materials
Obviously, the best way to learn foreign cultural background knowledge is to go to that country to stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for our students. Therefore, it is practically necessary for the teachers to use authentic materials to teach culture.
Mass media, such as, film, novels and especially newspapers and magazines, is also considered as an insightful means for teaching culture, for they reflect people’s way of life in terms of variety contemporaneity and authenticity. Students in an EFL setting will spontaneously ask questions about puzzling aspects of society and life as reflected in the film or magazine. This material is by no means easy to interpret because there is so much central inference and it requires deep familiarity with and comprehensive exegeses of the culture in question. Therefore “all such material should be selected with an eye to the subculture diversity of the target community”. [21]
Teachers can pick up some pertaining to some aspects of culture revealed in newspapers or magazines and to the discussions of certain questions that might elucidate western patterns of behavior.
5.2.8 Audio-visual media
Audio-visual media materials and approaches, so different from the traditional chalk and blackboard method, are widely welcome due to their vivid presentation of both language and cultural knowledge based on authentic circumstances. Educationists have reacted with imagination and enthusiasm in exploiting the capabilities of modern technology. Some teachers believe that using media in the teaching of EFL in the classroom is certain to bring about a superior result. It can bring in cultural input in a clear and realistic way as compared with traditional, media-free instruction. [22]
5.3 Inspiring students to maintain adequate cultural interest in learning.
Obviously, it is essential to develop intercultural communication abilities in class, based on the students’ language skills. On the other hand, attention should also be given to help learners gain an awareness of the need that they will have to continue learning the language and foreign culture on their own once they leave the classroom. [23] And we must guide and train the students’ interests to study the social and cultural background, make the students to spend the effort in extra-curricular and self-expanding cultural knowledge levels. After all, the time in the classroom is limited, and the teaching contents is narrow, and therefore it is necessary for students to read English magazines, newspapers, look outstanding English original works or watch some foreign films, take part in some cultural Shorans, seminars by using after-school time. As the saying goes “interest is the best teacher," When the students consider to learn English as a hobby, cultural introduction has undoubtedly been the best in the realm of learning.

6. Conclusion
Today, international cultural exchange is going on directly and indirectly, with its new scope, content, form and method unheard of before. To confine oneself to one’s own culture is to go against the times. Now, in our country, the open policy towards the rest of the world has become a fundamental policy. This policy has brought about much broader prospects for international cultural exchange. Therefore, overcoming cultural barriers has become more and more important. Only by surmounting the barriers can we get a high degree of cultural exchange, make use of good things from other cultures and build up our cultural and material wealth. This exchange will contribute to understanding and friendship among nations as well as development in science and culture.
In the practical teaching, the culture teaching should be presented as many detailed as possible in the teaching syllabus. The teaching materials should not be located only in the source culture and should be a constructive attempt to be explicit about intercultural behavior and communication, especially, in view of the limited language available at this level. Besides, in the classroom teaching, teachers are expected to use a variety of teaching methods that are suitable to students’ level.

李婷. 跨文化交际能力的培养与英语教学[

Answer 2

speech act theory and its application in chinese efl classroom

abstract：
to learn a language is to learn how to communicate in
that language. but in daily communication with native
speakers, many chinese learners of english fail to use english
tactfully or appropriately. this article intends to analyze
some basic principles of speech act theory and their
application in efl classroom. it is concluded that in foreign
language teaching, teachers should try to foster learners’
linguistic competence and pragmatic competence as well.
key words：speech act，cross cultural communication，pragmatic
competence
introduction
in our daily life, it seems that we live in a world of
speeches, because we keep producing “speech acts”. we have the
linguistic competence. but it doesn't mean we have the
communicative competence in that language. communicative
competence is made up three component parts: linguistic
competence, pragmatic competence and cognitive and affective
capacity.
traditionally, in teaching english as a foreign language
(efl), the form of english has been emphasized in the efl
classroom. it results in the fact that students with good
mastery of english forms fail to communicate in english
appropriately. here is an example:
a foreign guest remarked to a chinese interpreter, a young
lady who had graduated not long ago from a university:
foreign guest: your english is excellent. really quite fluent.
chinese lady: no, no. my english is quite poor.
the foreign guest felt a bit puzzled. the foreign guest
meant to express his appreciation. in response to this
appreciation, the chinese lady should follow some cooperative
principles by saying “thanks”. but her reply violated the
quality maxim of cooperative principles (grice, 1975). as a
result this conversation can’t go on.
the failure in the communication mentioned above is
just an example. in cross-cultural communication, when we
speak a foreign language, though our grammar may be correct,
we cannot speak it tactfully and appropriately just because of
cultural differences. so in foreign language teaching, it is
very important to help the students understand the speech acts
and the cultural difference between source language and target
language. hence in teaching efl in the chinese context,
communicative approach takes priority though the forms are
important as well.
speech acts theory
speech acts theory makes great contribution to cross-cultural
communication. the theory was initiated by the philosopher,
j.l. austin in 1962. in his book austin’s initial distinction
is between constative and performative utterances (speech). a
constative one is an utterance which roughly serves to state a
fact, report that something is the case, or describe what
something is. performative utterances, on the other hand, are
those that have three characteristics: (a) they are performed
in saying something; (b) they cannot be performed unless
language is used; (c) they have connected with them
performative verbs the occurrence of which as a main verb in a
present tense, indicative, active, a first person sentence
marks explicit what act a speaker intends to be performing in
uttering the sentence. austin suggests that statements are
merely one kind of speech act, that any statements, if only
they are uttered in appropriate circumstances, may be regarded
as implicit performatives. this leads to his new account: any
speech act comprises at least two and typically three,
sub-acts: locutionary act, illocutionary act and
perlocutionary act. according to austin, the locutionary act
“includes the utterance of certain noises, the utterance of
certain words in a certain construction and the utterance of
them with a certain ‘meaning’” (austin, 1962: 94). in other
words, it is the act of conveying literal meaning by means of
syntax, lexicon and extra-linguistic knowledge. as austin
puts it, the illocutionary act can be regarded as the force
with which the sentence was employed. “saying something will
often, or even normally, produce certain consequential effects
upon the feelings, thoughts, or actions of the audience, or of
the speaker, or of other persons…. we shall call the
performance of an act of this kind the performance of a
perlocutionary act or perlocution” (austin, 1962: 101).
perlocutionary act is the consequence of, or the change
brought about by, the utterance. j. searle (1969) improved
this speech act theory by introducing indirect speech act
theory. he argues that, where a certain force is part of the
meaning, where the meaning uniquely determines a particular
force, these are not two different acts but two different
labels for the same act, and he reached the conclusion that
there are only illocutionary acts. searle holds that (1) the
basic linguistic unit is not a sign, but a speech act; (2)
speech acts are controlled by two types of rules: regulative
rules (dynamic rules for performing illocutionary acts in
communication) and constitutive rules (basic rules recognized
as for performing utterance and prepositional acts).
“in contrast to austin, who focused his attention on how
speakers realize their intentions in speaking, searle focuses
on how listeners response to utterances, that is how one
person tries to figure out how another is using a particular
utterance. what we can see in both austin and searle is a
recognition that people use language to achieve a variety of
objectives. if we want to understand what they hope to
accomplish, we must be prepared to take into account factors
that range far beyond the actual linguistic form of any
particular utterance” (r. wardhaugh, 1998:285).
on the basis of the speech act theory, some linguists have
developed theories on word meaning and conversational
implicaure. grice (1975) develops his remarkable theory of
conversational implicatures. in any conversation, only certain
kinds of “moves” are possible at any particular time because
of the constraints that operate to govern exchanges. these
constraints limit speakers as to what they can say and
listeners as to what they can infer. grice calls the
overriding principles in conversation “cooperative
principles”: “make your conversational contribution such as is
required, at the stage at which it occurs, by the accepted
purpose or direction of the talk exchange in which you are
engaged.” (grice, 1975: p45). he lists four maxims that follow
from the cooperative principle: quantity, quality, relation
and manner. the most important cooperative principle in human
communication is linguistic politeness put forward by leech
(1983). he holds in communication, participants should follow
the politeness principle of tact maxim, generosity maxim,
modesty maxim, agreement maxim and sympathy maxim.
but different cultures have different value of politeness and
have different expressions in their speech acts. these
differences may lead to pragmatic failure in cross-cultural
communication.
cross-cultural communications
communication is dynamic, interactive and irreversible.
it usually includes the following components: behavioral
source, encoding, message, channel, responder, decoding,
response and feedback. successful communication involves the
participants mutual understanding and tactful and appropriate
verbal exchanges. but the communication between people from
different cultural background can more easily go wrong than
that from the same culture, because
“many of the meanings and understandings, at the level of
ongoing processes of interpretation of speaker’s intent,
depend upon culturally specific conventions, so that much of
the meaning in any encounter is indirect and implicit. the
ability to expose enough of the implicit meaning to make for a
satisfactory encounter between strangers or culturally
different speakers requires communicative flexibility”
(gumperz and cook-gumperz, 1982, p14).
foreign language learners need to develop this communicative
flexibility, this ability to cross cultural boundaries.
different cultures have different expressions in their speech
acts. in cross-cultural communication, any utterances can be
interpreted to have illocutionary speech acts. however, when
we want to translate an utterance with a certain illocutionary
act into another language, there may be various kinds of
interpretations. the illocutionary force of the utterance may
be diminished. for example, “你吃了吗?”(ni chi le ma? “have you
eaten?”), “你上那儿去?” (ni shang na’er qu? “where are you
going?”). these utterances have the illocutionary speech acts
of greeting in the chinese context. but if one asks american
friends the same questions, the original illocutionary force
doesn’t exist. the american friends may feel confused at this
“inquiry”.
w. barnett pearce (1994) analyzes the differences of
the performative speech acts (especial in different cultures):
(a) differences in coverage of speech acts that people can
perform. for example, the remark “you have a lovely wife” is
regarded natural and highly appreciated by westerners, but in
the chinese context it would be regarded indecent. (b)
differences in the diversity of speech acts. for example,
people from one culture may express “i love you” in various
ways, while people from another culture may express in only
one or two ways. (c) differences in rules of performing speech
act. in some western countries, it is very common to make
promise by swearing to god, but in other countries, it may be
regarded insincere. (d) differences in the acceptance of new
message. (e) differences in attitude to the conversation.
doctors are sensitive to patients’ intentional runaround while
some people pay little attention to speakers’ intention.
obviously, we have to overcome these differences to master the
ability of speech acts in order to achieve successful
communication. however, it is very difficult to define the
illocutionary force of speech acts, thus the problem is how to
deal with it to serve for efl teaching effectively. olshtain
and cohen offer the term “speech act set” to refer to a single
function with a set of structures beyond that of the single
utterance, differing from a speech act (single utterance
functions) and a speech event (a conversation, a lecture,
etc.). olshtain and cohen suggest that speech acts be studied
as sets of formulas, which perform the same function by
referring to the speech act of apology as an example of
analysis. for example, when the offender is positively
inclined to apologize, the steps of the formulas may be: step
one: an expression of an apology (“i’m sorry.” “please forgive
me”, etc.); step two: an explanation or account of the
situation (“i was caught in the rain.”); step three: an
acknowledgment of responsibility (“it’s my fault.”); step
four: a promise of non-recurrence (“i will never be late
again.”), etc.
the study of speech acts and the sets of formulas are very
useful in cross-cultural communication, because different
cultures, even different communities in the same culture have
different rules in performing the speech acts. so sets of
formulas of speech acts are important for foreign language
learners to perform appropriate communication.
speech acts vary in cultures, gender, occupation, etc.,
which causes great difficulties in our daily communication. it
is very important for foreign language learners to understand
the cultural differences between the source language and the
target language. how to help learners to develop this
communicative ability in classroom setting? is it possible to
conduct an effective pedagogical approach in efl teaching in
nonnative background? this is a challenge to traditional way
of foreign language teaching.
communicative approach in teaching efl
teaching efl in the chinese context is traditionally
related to the form of english (phonological, grammar and
vocabulary), which a person needs to know about in his
communication. “but a knowledge of the form (even when that
knowledge is perfect) does not enable a person to communicate”
(li, 1987). any language course should aim to help the
students acquire not just knowledge of the form but
communicative competence. communicative competence in english
is made up of three component parts: linguistic competence,
pragmatic competence, and cognitive and affective capacity.
traditional english course focus only on one dimension of the
communicative competence, ignoring the other two. the
structuralists believe that “teachers should teach the
language, not about the language” (j. c. richards & t. s.
rodgers, 1986). on the ‘stimulus-response’ basis, they claim
that foreign language learning is a mechanical habit-formation
process. by doing pattern drills and reciting dialogues, the
learners are expected to minimize the chances of making
mistakes so that they can form a good habit. typical pattern
drills include : “ask me if i have seen any movies lately”,
“ask me who the screenwriter is”. the students respond
grammatical correctly: “have you seen any movies lately?”,
“who is the screenwriter?” (yang, 1998)
yet, language is not just words and grammar. there is always
content when people communicate. “in fact, language is best
learnt when it is a medium for learning some other subject or
an exchange for affective or humanistic purposes” (li, 1987).
students are human beings. they have their cognitive and
affective capacity.
pragmatic competence (the use of language) is also neglected
in traditional and structuralist language courses. actually,
this competence “enables students to know how different
communicative functions are realized in english, and who can
say what to whom, how, when, why, under what circumstances and
in what context” ( li, 1987).
in efl classroom of the chinese context, teachers should help
the learners to develop the communicative competence from the
dimensions of linguistic competence, communicative competence
and cognitive and affective capability. while teaching the
knowledge of forms of english, teachers should also provide
information about the usage of english language. for example,
the utterance “sit down please” has the illocutionary force of
command. it’s improper to address to a visiting foreign guest.
instead, the chinese host should make another utterance with
the illocutionary acts of invitation, such as “please take a
seat” or “be seated please”. in order to learn standard,
decent and universal english, efl learners should be exposed
to “authentic language” (li, 1984) of english. “authentic
language” is the language that a person uses in real life to
achieve communicative purposes. let’s look at the following
dialogue:
billy: excuse me, miss， could you please tell me if this is
the way to the business department?