1. Introduction
With swift development of economic globalization, the type of talents required by the society is also taking
subtle changes. Single technology-oriented talents are no longer recognized by the society, while diversified
technology-oriented talents who are proficient both in professional knowledge and application of English are in
great demand. This sort of talents has become gradually the major role on the stage of world economy and
technology. Therefore, it seems extremely important to cultivate the English pragmatic competence of
non-English undergraduate majors. However, some general undergraduate universities and colleges still remain
at the level of form in terms of cultivation of English pragmatic competence of non-English majors, since they
believe that English pragmatic competence is dispensable for non-English majors. As a consequence, in college
English teaching, trainings on students’ pragmatic competence are limited and students’ pragmatic competence
can’t get effectively improved, which finally leads to difficult employment of university students after their
graduation. The author attempted to start from a survey on the status quo of the English pragmatic competence of
non-English undergraduate majors in general undergraduate universities and colleges and explored and discussed
necessity and feasibility of cultivation of English pragmatic competence of non-English majors.