{'fraction_non_alphanumeric': 0.015785861358956762, 'fraction_numerical': 0.004804392587508579, 'mean_word_length': 5.257510729613734, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Development of Language Teaching in Colleges and Universities from a Pragmatic Perspective

With the development of economic globalization, international exchanges are becoming closer and closer, and language has become an important tool for communication between China and the rest of the world. However, for a long time, influenced by the traditional teaching model and examination system, the language teaching in China has ignored the use of language in specific context. Therefore, in order to improve the pragmatic ability of college students, it is necessary to study the corresponding teaching strategies. The purpose of this article is to study the development of language teaching in colleges and universities from a pragmatic perspective. This article analyzes the theory of pragmatics and pragmatic competence, and studies the development of language teaching in colleges and universities from a pragmatic perspective. This article takes the form of a questionnaire, the purpose of the survey is to understand the pragmatic competence of college students. The survey was mainly conducted in universities, and a total of 100 freshmen and sophomores were selected as the survey objects. By analyzing the test results of the two groups of respondents, the accuracy rates of freshmen and sophomores were 61% and 60%, respectively. It can be seen that the level of language pragmatic competence of college students needs to be improved at this stage.