The Analysis Of Southeast Asian Student’s Chinese Pragmatic Failures

Depending on the overseas and inland research, it is generally educed a definition that for language learners:only to know the formal rules of the language is not enough at all. The speakers during discourse exchanges does not use seem obviously wrong sentence, but may be due to the speak outdated they have do it in the wrong way, or does not meet the language habits of this language, etc. This will make the two sides communicate in a language obstacles, and thus can not achieve the desired communicative effects. In another word, it is because when the speakers communicating with others, they select the inappropriate time and place, regardless of the exchange of both position, identity, etc. They contrary to the communication language used by the unique cultural values and social habits, leading to the two sides in the communication process appear pragmatic failures and misunderstanding, and post-conflict phenomenon, its communication behavior interruption or failure. If they need a correct understanding and an efficient communication, they should master the way of language rules’use, the content of saying, the custom of the talk, the social pragmatic conventions and the pragmatic principles. Otherwise it may lead to pragmatic failure in their communication and fall short of expectant purpose. This kind of misplay is so-called pragmatic failures. In our daily life, we can often find that people from different cultural backgrounds have incidental misinterpreted, misunderstood or even conflicted in some words in the communication, which is result in the false use of language. As for whom learning Chinese as a second language, especially the friends from other countries, making some mistakes of Chinese pragmatic is not surprising in the process of using the language. The researching of pragmatic failures will play an extremely important role in language application and teaching.I was a cadet teacher in Hunan Normal University’s International Exchange and Cooperation Office to teach Chinese as a foreign language with a short-term class from Southeast Asian countries, including Indonesian, Vietnamese, Thai, Filipino, Malaysian and Singaporean students. In the course of teaching practice, I found that many students from Southeast Asia have pragmatics problems when learning Chinese, which is worth making some exploration and study. So from the language aspect of macroscopic angle, I have analyzed that the Southeast Asian students are as not appropriate as the usage in speech; and on cultural aspect, I have probed into the Southeast Asia students’language use failures type and some language related cultural taboo of Southeast Asia region; from the tiny view angle, I have probed into the difference between Chinese students and Southeast Asia students in the expresses way such as giving the time of day, a form of address, giving praise to somebody, asking for and so on respectively.As a matter of fact, those Southeast Asian students is by the reason of the language usage intention consciousness are not so strong in the first of all, so that they are just making their mother tongue language usage to deliver themselves, result in present condition of making use of Chinese is not optimistic at all. In order to guide the students abroad keep Chinese language from using a mistake effectively, it is necessary’for Chinese language teachers to aimed at teaching them to the question on the way using Chinese language aspect and training cultural consciousness and language carrying on intention when the students abroad studying the language. And the Chinese teachers need shooting for improve the efficiency of acquisition knowledge of Chinese language in the class, give attention to both extracurricular language using ability training and development at the same time.