Pragmatics and Practicalities: A Practical, Pragmatics-Driven Approach to the Development of Advanced English Competence in China

This article present the first taxonomy of the discursive competence rquired by teachers of English in Higher Education in China and discusses the importance of a pragmatics-driven approach to the curriculum for English teachers. It demonstrates that there is a lack of awareness of the specialist nature of the metalanguage required by teachers of English and provides a descriptionof it within an English for Special Purposes approach.