| Acknowledgements | 第1-4页 |
| Table of Contents | 第4-7页 |
| List of Tables | 第7-8页 |
| List of Figures | 第8-9页 |
| Abstract in English | 第9-11页 |
| Abstract in Chinese | 第11-12页 |
| Chapter One Introduction | 第12-15页 |
| ·Research background | 第12-13页 |
| ·Purpose and significance of current study | 第13-14页 |
| ·Research questions | 第14页 |
| ·Framework of the thesis | 第14-15页 |
| Chapter Two Literature Review and Theoretical Framework | 第15-33页 |
| ·Pragmatics | 第15-22页 |
| ·Pragmatic competence | 第15-17页 |
| ·Pragmatic component in models of Communicative competence | 第17-18页 |
| ·Interlanguage pragmatics | 第18-19页 |
| ·Pragmatic failure | 第19-21页 |
| ·Current studies on pragmatic development | 第21-22页 |
| ·Language learning motivation | 第22-26页 |
| ·Gardner’s motivation model | 第22-23页 |
| ·Dorneyei’s 3-level motivation theory | 第23-25页 |
| ·Studies on language learning motivation in China | 第25-26页 |
| ·Theories of pragmatic development in SLA | 第26-33页 |
| ·The acculturation model | 第26-28页 |
| ·Cognitive processing | 第28-31页 |
| ·Motivation as a factor affecting pragmatic attention and awareness | 第31-33页 |
| Chapter Three Methodology | 第33-39页 |
| ·Objectives of the study | 第33-34页 |
| ·Research design | 第34-39页 |
| ·Subjects | 第34-35页 |
| ·Instruments | 第35-37页 |
| ·Pragmatic competence questionnaire | 第35-36页 |
| ·Motivation questionnaire | 第36-37页 |
| ·Data collection and data analysis | 第37-39页 |
| ·Data collection | 第37-38页 |
| ·Data analysis | 第38-39页 |
| Chapter Four Results and Discussion | 第39-53页 |
| ·Statistical analysis of the subjects’ general pragmatic competence | 第39-43页 |
| ·Pragmalinguistic and sociopragmatic competence | 第40-43页 |
| ·College students’ motivation in learning English | 第43-47页 |
| ·College students’ orientations in learning English | 第43-45页 |
| ·College students’ English class anxiety | 第45-46页 |
| ·College students’ attitude to TL community and their interest in TL culture | 第46页 |
| ·College students’ motivational strength in learning English | 第46-47页 |
| ·Correlations between motivation variables and pragmatic competen | 第47-53页 |
| ·Correlation between instrumental motivation and pragmatic competence | 第48-49页 |
| ·Correlation between integrative motivation and pragmatic competence | 第49-50页 |
| ·Correlation between English class anxiety and pragmatic competence | 第50-51页 |
| ·Correlation between students’ attitudes to TL community/ interest in TL culture and pragmatic competence | 第51-53页 |
| Chapter Five Conclusions and Pedagogical Implications | 第53-64页 |
| ·Main findings | 第53-54页 |
| ·Pedagogical implications | 第54-60页 |
| ·Makeing pragmatic learning as part and parcel of English teaching | 第54-55页 |
| ·Raising students’ pragmatic awareness by instruction | 第55-56页 |
| ·Practicing L2 pragmatic abilities to guarantee pragmatic development | 第56-58页 |
| ·Motivation maintaining | 第58-59页 |
| ·Considering pragmatic ability as a teaching goal | 第59-60页 |
| ·Limitations | 第60-61页 |
| ·Suggestions for further study | 第61-62页 |
| ·Conclusion | 第62-64页 |
| Appendix Ⅰ | 第64-69页 |
| AppendixⅡ | 第69-71页 |
| Reference | 第71-78页 |
| Publications | 第78-79页 |
