Analysis of Pragmatic Failures and Strategies for Teaching Chinese as a Foreign Language

Abstract

Cross-cultural communication has become an essential course for international students. As foreign students have different cultural backgrounds and languages, pragmatic failures are inevitable for them when communicating in Chinese, thus resulting in unpleasant communication. In order to effectively reduce pragmatic failures, it is necessary to analyze the problems that arise in the process of teaching Chinese as a foreign language and determine the causes. This research is separated into three aspects. Firstly, with the support of the theory of pragmatics and by analyzing the life and learning of foreign students, it can be appreciated that the pragmatic failures of foreign students in using Chinese for communication are very much detailed in the teaching of Chinese as a foreign language ^[1]. Secondly, after arranging and analyzing these corpora, the reasons for the pragmatic failures of foreign students are determined. Finally, aiming at the causes of pragmatic failures, corresponding countermeasures and teaching suggestions are proposed. The conclusion drawn from this research is that pragmatic failures occur due to various factors, some of which are essential factors that cannot be changed. This requires effort from both Chinese language teachers and students in the teaching of Chinese as a foreign language to lessen the occurrence of pragmatic failures.