Chapter 1 Introduction

1.1 Research background

1.2 Significance of the research

1.3 Methodology of the research

1.4 Organization of the book

Chapter 2 Literature Review

2.1 Interlanguage

2.2 Interlanguage pragmatics

2.3 Intercultural communication

2.3.1 Nature and scope of intercultural communication

2.3.2 Features and complexities of intercultural communication

2.4 Pragmatic transfer,pragmatic failure and fossilization

2.4.1 Pragmatic transfer

2.4.2 Pragmatic fossilization

2.4.3 Pragmatic failure

2.5 Summary

Chapter 3 ILPC ＆ the Terminal Goal in its Development

3.1 Interlanguage pragmatic competence

3.1.1 Communicative competence revisited

3.1.2 Interlanguage pragmatic competence—A working model

3.2 The terminal goal of ILPC development

3.2.1 Accuracy

3.2.2 Fluency

3.2.3 Appropriacy

3.2.4 Intercultural pragmatic sensitivity

3.5 Summary

Chapter 4 A Survey of ILPC of EMs in EU——A Case Study of BEU

4.1 Description of survey

4.1.1 Participants

4.1.2 Instruments

4.1.3 Data collection

4.1.4 Data analysis

4.2 Results and discussion:A quantitative approach

4.2.1 Global situation of ethnic English majors

4.2.2 Local situation of ethnic English majors

4.2.3 Differences between HAN and the HMT and OTH as a whole

4.3 Results and discussion：A qualitative approach

4.3.1 Summary of the differences among HAN,HMT and OTH

4.3.2 Pragmatic failure among HAN,HMT and OTH

4.3.3 Further discussion：Observations on complexities in EU

4.4 Summary

Chapter 5 An Overall Theme-based ILPCD Model and Strategies for its Implementation

5.1 An overall theme-based ILPCD Model

5.1.1 Rationale of theme-based instruction

5.1.2 The overall theme-based instructional model for ILPCD

5.2 Teaching strategies for the theme-based ILPCD model

5.2.1 Applying the explicit-implicit teaching method

5.2.2 Offering T-based contextualized metapragmatic lead-ins

5.2.3 Doing interaction,perceiving strategies via contextual awareness

5.2.4 Giving proper corrective feedback in T-based instruction

5.2.5 Paying due attention to grammar-teaching

5.2.6 Equipping learners with learning strategies

5.3 Summary

Chapter 6 Conclusion

6.1 Conclusions

6.2 Implications

6.2.1 Theoretical implications

6.2.2 Pedagogical implications

6.3 Limitations of the present research

References

Appendix Ⅰ Pragmatic Competence Questionnaire for English Majors in EU for English Majors in EU

Appendix Ⅱ Ethnicity Information Questionnaire for English Majors in EU

Appendix Ⅲ Research Items Correspondence Table

Appendix Ⅳ Language Families of Ethnic Groups in China

Appendix Ⅴ Information of Ethnic Groups in China

Afterwords