CHAPTER 1 INTRODUCTION 1.1 Globalization of English 1.2 College English teaching in China 1.3 Information about College English textbook writing in China 1.4 Aim of the study 1.5 Significance of the study 1.6 Research questions 1.7 Organization of the book CHAPTER 2 RESEARCH ON PRAGMATICS 2.1 Pragmatics: an overview 2.1.1 Pragmatics: a definition 2.1.2 Features of pragmatics 2.2 Research on pragmatics in language teaching and materials development: an overview 2.3 Research on pragmatics in ESL/EFL teaching/learnlng:past studies 2.3.1 Teachability 2.3.2 Role of instruction 2.3.3 Effect of instruction 2.3.4 Summary of the major findings and arguments 2.4 Research on pragrnatics in ESL/EFL materials development: past studies 2.4.1 Authenticity in textbooks 2.4.2 Presentation of speech acts in textbooks 2.4.3 Pragmatic knowledge contained in textbooks 2.4.4 Effect of pragmatic input on the development of learners' pragmatic competence 2.4.5 Summary of the major findings and arguments 2.5 Summary CHAPTER 3 THEORIES OF SLA AND PRAGMATICS 3.1 Theories of language teaching and learning 3.1.1 Second language acquisition （SLA） 3.1.2 Cognitive perspectives of second language acquisition 3.1.3 Sociocultural perspectives of second language acquisition 3.1.4 Communicative language teaching 3.1.5 Task-based language teaching 3.1.6 Intercultural language teaching （ILT） 3.2 Theories and concepts of pragmatics 3.2.1 Pragmatic competence 3.2.2 Speech act theory 3.2.3 Interlanguage pragmatics 3.2.4 Intercultural pragmatics 3.2.5 Sociopragmatics 3.2.6 Categorization of pragmatic knowledge 3.2.7 Textbook analysis framework 3.3 Summary CHAPTER 4 PRAGMATICS IN COLLEGE ENGLISH CLASSROOMS 4.1 Designing the study 4.1.1 Research methods 4.2.2 Content analysis data 4.2.3 Classroom observation data 4.2.4 Interview data 4.3 Findings 4.4 Summary CHAPTER 5 A PRAGMATIC ANALYSIS 5.1 RQ1 : How do Chinese teachers and students perceive pragmatic knowledge in the process of teaching/learuing and in College English textbooks？ 5.1.1 Importance of pragmatics in teaching and learning English 5.1.2 Perception of pragmatics in College English textbooks 5.1.3 Ways of teaching pragraatics in College English classrooms 5.1.4 Proficiency and perception of learning and teaching pragmatics 5.2 RQ2: What is the nature of pragmatic materials and tasks included in College English textbooks？ 5.2.1 Quantitative analysis of pragmatic materials and tasks in CE textbooks 5.2.2 Qualitative analysis of pragmatic materials and tasks in CE textbooks 5.3 RQ3: How do Chinese College English teachers incorporate pragmatic materials and tasks into the classroom？ 5.3.1 Teaching pragrnatics in College English classrooms, how likely 5.3.2 What to teach: pragmatic input in College English classrooms 5.3.3 How to teach: pragmatic approach in College English classrooms 5.4 Summary CHAPTER 6 CONCLUSIONS: TOWARDS A NEW MODEL OF TEACHING PRAGMATICS 6.1 Re-orientation of College English teaching in China 6.2 Conclusions 6.3 Teaching pragmatics: a model 6.3.1 Teaching pragmatics: content 6.3.2 Teaching pragmatics: process 6.4 Implications 6.4.1 Implications for teaching and learning 6.4.2 Implications for pedagogy 6.4.3 Implications for teachers' professional development 6.4.4 Implications for materials development 6.5 Limitations of the study and recommendations for further research REFERENCES
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