Pedagogy In Pragmatics For Introductory Chinese-as-a-Second-Language Curriculums: An Overview

The teaching goal of teaching Chinese as a foreign language is to cultivate Chinese learners use properly make effective communication ability, in the teaching process in addition to pronunciation, vocabulary, and grammar knowledge, still should pay attention to the cultivation of ability of using English language learners, therefore, make pragmatic teaching research is extremely necessary, and the study generally fall into how Chinese language learners with understanding, Chinese language teaching, and those with express the teaching strategy of three categories.The primary stage Chinese pragmatic ability cultivation has some particularity, learners at this stage of the study of the native language and more vulnerable native cultural influences, but on the other hand, the development of the Chinese learning on space and plasticity advantage. We should according to the teaching object and demand of different, targeted and consciously train its Chinese pragmatic consciousness and ability, for the subsequent stages of learning to lay the foundation.At the primary stage Chinese learners pragmatic express error, this paper summarizes the four categories, namely:courtesy of pragmatic failures caused; Vocabulary of pragmatic failures caused; Context problem caused by the teaching material and pragmatic failures of pragmatic failures caused. By courtesy of the pragmatic failures caused undeserved, can be divided into almost called violation has honour and don't understand tactful three aspects; The vocabulary of pragmatic failures caused by the mother tongue or dialect can be divided by stylistic colors influence effect, by other respect influence with three aspects; The problems caused by context can be divided into pragmatic failures ignore the implication, a framework of misunderstandings and lack of stylistic know three aspects; Triggered by the teaching material can be divided into pragmatic failures textbooks lose touch with reality, appeared in textbooks and pragmatic failures teachers unclear cause explain three aspects of pragmatic failures. Through the real specific beginners pragmatic failure analysis, basic found behind these failures of students' psychological, influencing factors and error reason, in general, is due to cultural differences, social differences, national character differences, the language expression differences, students' pragmatic consciousness and caused problems in teaching.Chinese learners in cultivating primary stage of pragmatic ability in the teaching, this paper puts forward some countermeasures for pragmatic teaching and decide three training target, namely train stylistic awareness, understanding cultural differences and familiar with the expression custom. In the process of cultivation, on one hand we should respect the learners'national culture, on the other hand will guide them sino-foreign cultural differences, attention slowly understand and familiar with han culture, the actual teaching materials, step by step the progressive set up its pragmatic consciousness, cultivate their Chinese pragmatic competence. In the methods and means, we should put pragmatic teaching permeate every corner of the Chinese teaching, pay attention to the students' every pragmatic details, including the use of tone, tone vocabulary, and the master reduction real contexts.