The Research On Teaching Chinese As A Second Language In Cross-cultural Pragmatic Failure

With the increasingly close exchanges among different countries around the world, people with different cultural backgrounds communicate through a variety of ways, and cross-cultural communication has become a part of people’s daily life. Cross-cultural communication is the communication of a language, and a national language is closely related with its culture. Mastering a language is not only to know its knowledge, but also to learn how to use it, and the use of a country’s language cannot be departed with its cultural background and its language habits. Teaching Chinese as a Second Language is faced with international students, so it is inevitably to be an important course for students who need to have cross-cultural communication. With different languages and cultural backgrounds, it is inevitable for students to have pragmatic failure when using Chinese to communicate with others so that cause unpleasant in communication. Teaching Chinese does not only to teach language knowledge to the students, but also to teach them how to use it, in order to reduce pragmatic failure.I found out the reasons of pragmatic failure when students use Chinese to communicate with others after the corpus analysis throughout the study of the students’ learning, living, and communication. By analyzing the results, the different cultural backgrounds may be the main cause of the failure, which is the essence of the factors which cannot be changed, and the purpose of teaching Chinese is to enable students to be able to communicate fluently, which requires teachers to make efforts to teach students to reduce the pragmatic failure.