An Intercultural Perspective Of Pragmatic Empathy Teaching Chinese As A Foreign Revelation

In the late19thcentury, empathy emerged in German aesthetics. In theearly20thcentury, it was introduced into American experience psychology and laterinto different disciplines such as sociology and linguistics. The research aboutempathy in our country involves the areas such as pragmatics, literary translation,foreign language teaching and cross cultural communication. Empathy as a strategyoften used by the speaker in cross-cultural communication has received little concernfrom the teaching Chinese as a foreign language field. In the thesis, based on corpus,from the cross-cultural perspective, the author concludes that the pragmatic mistakesappearing as each kind of form when overseas students make Chinese as thecommunication language and analyses the deep reasons from the cultural perspective.Based on this, the author tries to interpret implications of pragmatic empathy onteaching Chinese as a foreign language from the cross-cultural perspective.The thesis consists of six parts. The introduction introduces the conception, valueand methodology and the achievements made by the academic circle are sketchedwhich serve as the basis of the reference and research of the thesis. The developmentcourse about the empathy theory is combed to make it simple and clear.The first chapter mainly introduces the putting forward of pragmatic empathyconcept, classifies the strategies and sets examples to illustrate; because the thesismakes cross-cultural perspective as the entry point， the second chapter makes asimple introduction to concepts related to cross-cultural communication. To make itmore concrete in teaching Chinese as a foreign language, it classifies the pragmaticmistakes appearing as each kind of form when overseas students use Chinese as thecommunication language and analyses the deep reasons from the cultural perspective;the third chapter makes a deep comparison between two languages of Chinese andEnglish from the perspectives such as value, moral ethnics, way of thinking andcustoms to seek the root causes of pragmatic failure of British and American overseasstudents; the fourth chapter puts the emphasis on the revelation of implications ofpragmatic empathy theory for the teaching Chinese as a foreign language.In conclusion, the shortcomings and development prospect of the thesis are pointed out.