Teaching Chinese As A Foreign Language In The Context Of Cross-cultural Communication Of Pragmatic Failures Research

In recent years, the countries of the world diplomatic exchanges have become increasingly frequent, with the widespread use of the Internet, people in mutual exchange does not involve the cross-cultural communication, many people even keep the house will and others cross-cultural communicative activities, especially the foreign students. In the process of cross-cultural communication, often for both parties in communication thinking mode, the timing of the conversation, the way, the content is different, the different communication strategy and the communication of different and cause communication misunderstandings, namely the pragmatic failures. In teaching Chinese as a foreign language, the second language acquisition is not only needed to master the basic knowledge of the language, also should develop language ability.Language ability is the foundation of the communication ability, but language ability is not equal to communication ability, teaching Chinese as a foreign language, first is a cross-cultural communication behavior, this is followed by a professor of Chinese behavior. In the process of teaching Chinese as a foreign language, teachers should pay much attention to foreign students of Chinese culture knowledge introduction and cross-cultural communication pragmatic competence, it is the goal of language learning, and also is the needs of the time. So Chinese teachers should actively explore the effective way of culture teaching, and through the teaching of Chinese language to improve students with ability.This paper bases on the relevant pragmatics theory, students often appear of the pragmatic failures, summarized the analysis, students pragmatic failure form of expression to have 3 kinds roughly, one is the pragmatic language mistakes, mainly from the pronunciation, vocabulary, grammar, semantics level expression comes out, and to vocabulary and grammar of pragmatic failures in the majority. two is social pragmatic failures, from the title, greetings, word thanks language, a compliment, modesty language, apologize language, invite language, taboo language and so on many ways we can see the universality and complexity. Three is pragmatic behavior mistakes.Cause students appear cross-cultural pragmatic failure for many reasons, the author summarizes mainly in the following six aspects of factors: one is the value of the concept of the differences, and the second is the difference of folk habits, three is of different thought patterns, and the fourth is of religious differences, five is the cultural differences in background, six is the difference of behavior.Finally, this paper put forward from five aspects training students'pragmatic ability of the scheme. A, intercultural consciousness and the ability, and two, training empathetic ability, three, pay attention to culture teaching, four, pay attention to the language communication ability and the training of five, language test to be more scientific and reasonable.