简答题Comparing to correcting pragma-linguistic failure, correcting pragmatic failure stemming from ( ) is a far more delicate matter. A、interpersonal disharmony B、interpersonal misunderstanding C、socio-pragmatic miscalculation D、gramatical mistake简答题A speaker's 'linguistic competence' would be made up of pragmatic competence.简答题The notion of pragmatic competence was early on defined by Chomsky as the "knowledge of conditions and manner of appropriate use (of the language), in conformity with various purposes".简答题Leech (1983) and Thomas (1983) divided pragmatics into two components: A、pragma-linguistics B、socio-pragmatics C、communicative componence D、L2 learning简答题Bringing pragmatics into the L2 classroom is associated with two main goals: A、the level of grammatical competence; B、the development of pragmatic awareness; C、the communicative abilites; D、practicing pragmatic abilities.简答题Canale & Swain (1980) identified pragmatic competence as ( ) competence. A、gramatical B、sociolinguistic C、linguisitc D、interactional简答题Taboos is a topic closely related to the concept of 'free' and 'non-free' information.简答题Socio-pragmatics has been described by Leech as “the sociological interface of pragmatics,” referring to the social perceptions underlying participants’ interpretation and performance of communicative action.简答题Speech act excludes: A、apologizing B、complaining C、requesting D、lecturing简答题Which is not one of the three major questions required in order to investigate how the learning of L2 is shaped by instructional context and activities？ A、What opportunities for developing L2 pragmatic ability are offered in language classrooms; B、Whether pragmatic ability develops in a classroom setting without instruction in pragmatics; C、What effects various approaches to instruction have on pragmatic development; D、How to develop grammatical competence in L2 classroom setting.