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um Standards for General Senior High School(2017 Edition,Revised in 2020),the concept of thinking quality refers to the capacities and levelsmanifested in the rational,evaluative,and inventive dimensions of thinking.It embodiesthe fundamental cognitive characteristics of core competencies of the English subject.Cultivating thinking quality can foster students’abilities to analyze and addressproblems,enabling them to perceive and comprehend the global reality from theperspective of intercultural communication and to assess the phenomena precisely.

2.2 Conversational Implicature Theory

To understand the conversational implicature theory,it is necessary to make clearwhat is conversation implicature.In pragmatics,conversational implicature the indirector implicit speech act,that is,a speaker’s utterance may not be part of what is explicitlyexpressed,as L.R.Horn said in The Handbook for Pragmatics,“What a speaker intendsto communicate is characteristically far richer than what she directly expresses;linguistic meaning radically underdetermines the message conveyed and understood.”

2.2.1 Definition of Conversational Implicature Theory

Grice’s theory of conversational implicature is about how speakers convey implicitmessages and how listeners derive meaning beyond the literal level,taking into account factors such as context,shared knowledge,and cooperative principles in communication.It highlights the collaborative nature of the conversation and the importance ofimplicature for effective communication.Grice’s division of meaning is the basis fordeducing conversational meaning.Grice divides meaning into natural and unnaturalmeaning,and the meaning of a discourse deduced by analyzing the speaker’s intentionis the unnatural meaning.Unnatural meaning is further divided into statute meaning andnon-statute meaning,and the conversational meaning of a discourse is the non-statutemeaning of the discourse.

Chapter 3 Research Methodology..............................20

3.1 Research Questions.............................20

3.2 Research Participants.................................20

Chapter 4 Data Analysis and Discussion...........................37

4.1 Analysis and Discussion of Pre-test and Post-test Results.................................37

4.1.1 Analysis of Pre-test Results..............................37

4.1.2 Analysis of Post-test Results...................................37

Chapter 5 Conclusion...................................53

5.1 Major Findings....................................53

5.2 Implications..............................................54

Chapter 4 Data Analysis and Discussion

4.1 Analysis and Discussion of Pre-test and Post-test Results

4.1.1 Analysis of Pre-test Results

Through analyzing the table 4-1,it is clear that both classes shared similar resultsin the pre-test assessment,with scores predominantly clustering within the range of 36to 56 points.Within the experimental group,nearly 81%students displayed satisfactoryperformance,whereas approximately 19%obtained scores surpassing 56 points,classified as exceptional.O本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。