| Acknowledgements | 第5-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-8页 |
| 1. Introduction | 第11-15页 |
| 1.1 Research background | 第11-12页 |
| 1.2 Research purpose and significance | 第12-13页 |
| 1.3 Thesis layout | 第13-15页 |
| 2 Literature Review | 第15-34页 |
| 2.1 Review of theoretical research | 第15-23页 |
| 2.1.1 Communicative competence | 第15-19页 |
| 2.1.2 Pragmatic competence | 第19-23页 |
| 2.2 Review of empirical studies | 第23-34页 |
| 2.2.1 Empirical studies of pragmatic instruction abroad | 第24-31页 |
| 2.2.2 Empirical studies of pragmatic instruction in China | 第31-32页 |
| 2.2.3 Achievements and limits of the previous research | 第32-34页 |
| 3. Pragmatic-knowledge-oriented Teaching | 第34-49页 |
| 3.1 Research objectives | 第34-35页 |
| 3.2 Subjects | 第35-36页 |
| 3.3 Instruments | 第36-37页 |
| 3.3.1 Questionnaires | 第36-37页 |
| 3.3.2 Interview | 第37页 |
| 3.3.3 Experiment teaching | 第37页 |
| 3.4 Research procedure | 第37-38页 |
| 3.5 Activities | 第38-49页 |
| 3.5.1 Activities focused on social-culturally related pragmatic knowledge | 第38-41页 |
| 3.5.2 Activities focused on semantic-formula-related pragmatic knowledge | 第41-44页 |
| 3.5.3 Activities focused on knowledge of pragmatic strategy | 第44-45页 |
| 3.5.4 Activities focused on knowledge of pragmatic implicature | 第45-49页 |
| 4. Results and Discussion | 第49-62页 |
| 4.1 Effectiveness of the activities focused on social-culturally related pragmatic knowledge | 第49-52页 |
| 4.2 Effectiveness of the activities focused on semantic-formula-related pragmatic knowledge | 第52-57页 |
| 4.3 Effectiveness of the activities focused on knowledge of pragmatic strategy | 第57-59页 |
| 4.4 Effectiveness of the activities focused on knowledge of pragmatic implicature | 第59-62页 |
| 5. Conclusion | 第62-64页 |
| Bibliography | 第64-70页 |
| Appendix Ⅰ | 第70-74页 |
| Appendix Ⅱ | 第74-77页 |
| Appendix Ⅲ | 第77-78页 |
| 硕士阶段学术成果 | 第78页 |
