English teaching from the perspective of intercultural pragmatic failure

1 Introduction
1.1 The Present Situation of ELT in China
1.2 Objective
1.3 Significance
1.4 The Organization of the Book
2 The Scope of Pragmatics
2.1 The Definition of Pragmatics
2.2 Discourse Analysis
2.3 Conversational Implicature
3 Types and Causes of the Intercultural Pragmatic Failure
3.1 The Definition of Pragmatic Failure
3.1.1 Speech Acts and Indirect Speech Acts
3.1.2 Types of Intercultural Pragmatic Failure
3.1.3 Pragmalinguistic Failure
3.1.4 Sociopragmatic Failure
3.1.5 Pragmabehavioral Failure
3.2 Causes of Pragmatic Failure
3.2.1 Inappropriate Transference
3.2.2 Different Cultural Connotation
3.2.3 Different Sense of Value, Religious Beliefs and Customs
3.2.4 Improper Teaching in the Classroom
3.3 Summary
4 Communicative Competence in Language Studying
4.1 Communicative Competence
4.2 The Distinction Between Competence and Performance
4.3 The Communicative Approach in ELT
4.4 Some Proposed Ways to Develop_Students' Communicative Competence
4.4.1 Emphasizing the Importance of Grammatical Knowledge in ELT
4.4.2 Syllabus Design Should Focus on Communicative Purpose
4.4.3 The Role of the Teacher
4.4.4 Student-centered Classroom
4.4.5 Designing Communicative Activities in Various Ways
4.5 Summary
5 Culture Teaching in ELT
5.1 Integrating Language with Culture
5.1.1 The Definition of Culture
5.1.2 Language and Culture
5.1.3 Culture and Communication
5.2 The Importance of Culture Teaching in ELT
5.3 Making Students Exposed to Culture Everywhere
5.3.1 Teaching Listening Involving Culture
5.3.2 Teaching Speaking Involving Culture
5.3.3 Teaching Reading Involving Culture
5.3.4 Teaching Writing Involving Culture
5.3.5 Culture Contrast in ELT
5.3.6 Some Other Ways of Developing Students'Cultural Awareness
5.4 Summary
6 Concluding Remarks
Bibliography