| ACKNOWLEDGEMENTS | 第7-9页 |
| ABSTRACT | 第9-10页 |
| Chapter 1:INTRODUCTION | 第21-41页 |
| 1.1 Background of the study | 第22-25页 |
| 1.2 Statement of Problem | 第25-27页 |
| 1.3 Rationale of the Study | 第27-29页 |
| 1.4 Aims & Objectives | 第29页 |
| 1.5 Research Questions | 第29-30页 |
| 1.6 Hypothesis of the Study | 第30-31页 |
| 1.7 English Language in International Prospective | 第31-33页 |
| 1.8 Status of English Language and ESL Learners in Pakistan | 第33-34页 |
| 1.9 Summary of Terminology | 第34-39页 |
| 1.10 Ethical considerations of the study | 第39页 |
| 1.11 Organization of Thesis | 第39-41页 |
| Chapter 2:LITERATURE REVIEW | 第41-95页 |
| 2.1 Pragmatics | 第41-42页 |
| 2.2 Pragmatic Competence | 第42-45页 |
| 2.3 Features of Pragmatic Competence | 第45-50页 |
| 2.3.1 Context | 第45-46页 |
| 2.3.2 Reference | 第46-47页 |
| 2.3.3 Deixis | 第47页 |
| 2.3.4 Presupposition | 第47-48页 |
| 2.3.5 Implicature | 第48-49页 |
| 2.3.6 Cooperative principle(CP) | 第49页 |
| 2.3.7 Politeness | 第49页 |
| 2.3.8 Speech Acts | 第49-50页 |
| 2.3.9 Social interaction | 第50页 |
| 2.4 Cross-Cultural pragmatics | 第50-52页 |
| 2.5 Interianguage pragmatics | 第52-57页 |
| 2.6 Individual Differences(ID)involved in the Development of Second Language ragmatics | 第57-58页 |
| 2.6.1 Social Factors | 第57页 |
| 2.6.2 Personality Factors | 第57页 |
| 2.6.3 Cognitive Factors | 第57-58页 |
| 2.6.4 Psychological Factors | 第58页 |
| 2.7 Motivation as a Factor of Individual Differences (ID)among L2 Learners | 第58-63页 |
| 2.8 Past studies on teaching Pragmatic Competence | 第63-72页 |
| 2.9 Comparative past studies on English Refusals in Interlanguage Pragmatics | 第72-80页 |
| 2.10 Instructional interlanguage pragmatic studies on English Refusals | 第80-82页 |
| 2.11 Explicit and Implicit Instructions' methods in Interlanguage Pragmatic | 第82-90页 |
| 2.11.1 Comparative past studies on Explicit and Implicit teaching methods in Interlanguage Pragmatics | 第86-90页 |
| 2.12 Research Designs of past instructional interlanguage pragmatic studies | 第90-95页 |
| Chapter 3:THEORETICAL FRAMEWORK | 第95-126页 |
| 3.1 Theory of pragmatics | 第95-105页 |
| 3.1.1 Pragmatic competence and communicative competence | 第96-100页 |
| 3.1.2 Speech act theory | 第100-102页 |
| 3.1.3 Politeness Theory | 第102-105页 |
| 3.2 Theory of second language acquisition(SLA) | 第105-112页 |
| 3.2.1 Schmidt's Noticing Hypothesis | 第107-112页 |
| 3.3 Theories of language learning and teaching | 第112-116页 |
| 3.3.1 Language learning strategies | 第112-114页 |
| 3.3.2 Task-based language teaching and learning | 第114-115页 |
| 3.3.3 Communicative language teaching(CLT) | 第115-116页 |
| 3.4 Theory of intercultural communication | 第116-122页 |
| 3.4.1 Interculturality | 第116-117页 |
| 3.4.2 Culture and Language | 第117-118页 |
| 3.4.3 Intercultural communication | 第118-121页 |
| 3.4.4 Intercultural competence | 第121-122页 |
| 3.5 Theory of English as a Lingua Franca(ELF) | 第122-126页 |
| 3.5.1 Kachru's three circle model of English | 第122-123页 |
| 3.5.2 World Englishes and world standard English | 第123-124页 |
| 3.5.3 English as a Lingua Franca(ELF) | 第124-126页 |
| Chapter 4:METHODOLOGY | 第126-161页 |
| 4.1 Domain of the study | 第126页 |
| 4.2 Research Design | 第126-133页 |
| 4.3 Participants of the Study | 第133-138页 |
| 4.3.1 Sample Homogeneity | 第135-136页 |
| 4.3.2 Coding Participants' Identity | 第136-138页 |
| 4.4 Process of Instruction | 第138-148页 |
| 4.4.1 Instructor and facilitating staff during the study | 第139页 |
| 4.4.2 Instructional Targets | 第139-141页 |
| 4.4.3 Instructional Procedure | 第141-144页 |
| 4.4.4 Instructional Materials | 第144-148页 |
| 4.5 Instruments for Data Collection | 第148-156页 |
| 4.5.1 Questionnaire | 第148-150页 |
| 4.5.2 Written Disourse Completion Tests(WDCTs) | 第150-156页 |
| 4.6 Data Analysis | 第156-161页 |
| 4.6.1 Data Analysis of Questionnaire-1 | 第157-159页 |
| 4.6.2 Data Analysis of Written DCTs | 第159-161页 |
| Chapter 5:DATA ANALYSIS REPORT | 第161-392页 |
| 5.1 Overall data representation of EG and IG groups | 第161-184页 |
| 5.1.1 EG and IG groups' scores in four units of WDCTs | 第165-174页 |
| 5.1.2 EG and IG groups' scores in WDCTs with respect to four aspects of appropriacy | 第174-184页 |
| 5.2 Marks sheets of explicit group in WDCTs | 第184-282页 |
| 5.3 Marks sheets of implicit group in WDCTs | 第282-382页 |
| 5.4 Excerpts of EG and IG groups' responses in WDCTs | 第382-392页 |
| Chapter 6:DATA ANALYSIS RESULTS AND DISCUSSION | 第392-472页 |
| 6.1 Pakistani ESL learners' motivations for learning pragmatic competence | 第392-399页 |
| 6.1.1 Findings related to first Research Question | 第399页 |
| 6.1.2 Discussion of the findings on first Research Question | 第399页 |
| 6.2 Impact of teaching pragmatic competence on the achievements of Pakistani ESL students | 第399-424页 |
| 6.2.1 General comparative analysis of pre-test and post-test overall scores | 第400-407页 |
| 6.2.2 Comparative analysis based on the pre-test and post-test scores in four units | 第407-414页 |
| 6.2.3 Comparative analysis based on the pre-test and post-test scores with respect to four aspects of appropriacy | 第414-420页 |
| 6.2.4 Findings related to second Research Question | 第420-421页 |
| 6.2.5 Dicussion of the findings on second Research Question | 第421-424页 |
| 6.3 Difference between explicit and implicit teaching modes | 第424-436页 |
| 6.3.1 General comparative analysis of post-tests overall scores by Explicit and Implicit groups | 第424-428页 |
| 6.3.2 Comparative analysis of post-tests scores of Explicit and Implicit groups in four units | 第428-431页 |
| 6.3.3 Comparative analysis of post-tests scores of Explicit and Implicit groups with respect to four aspects of appropriacy | 第431-434页 |
| 6.3.4 Findings related to thrid Research Question | 第434-435页 |
| 6.3.5 Dicussion of the findings on third Research Question | 第435-436页 |
| 6.4 Pakistani ESL learners' motivation for learning pragmatic competence afterteaching phase | 第436-443页 |
| 6.4.1 Findings related to fourth Research Question | 第442-443页 |
| 6.4.2 Disussion of the findings on fourth Research Question | 第443页 |
| 6.5 Retention effects of teaching pragmatic competence on the achievements ofPakistani ESL students | 第443-468页 |
| 6.5.1 General comparative analysis of post-test and delayed post-test overall scores | 第443-451页 |
| 6.5.2 Comparative analysis based on the post-test and delayed post-test scores in four units | 第451-458页 |
| 6.5.3 Comparative analysis based on the post and delayed post-test scores with respect to four aspects of appropriacy | 第458-464页 |
| 6.5.4 Findings related to fifth Research Question | 第464-465页 |
| 6.5.5 Discussion of the findings on fifth Research Question | 第465-468页 |
| 6.6 Overview of Noticing Hypothesis | 第468-470页 |
| 6.6.1 Noticing and Understanding after Instruction | 第469-470页 |
| 6.6.2 Noticing and retention after instruction | 第470页 |
| 6.7 Communicative Language teaching(CLT)and findings of this study | 第470-472页 |
| Chapter 7:CONCLUSION | 第472-483页 |
| 7.1 Summary of main findings | 第472-475页 |
| 7.2 Implications of the study | 第475-479页 |
| 7.2.1 Pedagogical implications | 第475-479页 |
| 7.2.2 Intercultural implications | 第479页 |
| 7.3 Limitations and Delimitations | 第479-480页 |
| 7.4 Recommendations for future researches | 第480-483页 |
| BIBLIOGRAPHY | 第483-533页 |
| Appendices | 第533-582页 |
