Research On The Types Of Cross Cultural Communication Pragmatic Failure Of The The Central Asian Students Based On Case Analysis

In recent years, with the development of economy and information globalization, the communication between countries becomes more and more frequent, which puts forward higher requirements for the ability of language use. With the rapid development of China’s economy, China’s position in the world rising, set off a global A shares of Chinese hot wave, even in some countries "hello" has become a well-known play greeting, learning Chinese, learning Chinese culture has become one of the Chinese learners of hot topic is based on the cross cultural pragmatic failure case analysis based on Central Asia to China "s study abroad, the speech act theory as the basis for the analysis, summed up five types of cross cultural pragmatic failure: errors in the use of language symbol system(Lexical Pragmatic Errors and pragmatic errors), speech on the subject of time and space, matching error, the speech on the subject of identity relation matching error, of the speech subject the hearer and speaker matching error and communication intention and time-space matching error.Intercultural communication is not a process of learning speech, vocabulary, syntax and grammar rules. Through the collection of cross cultural pragmatic failure case analysis, the author summarized analysis, due to the way of thinking, values, concept of privacy, customs and habits, social system, and the concept of time factors of cultural differences caused the Central Asian students in cross-cultural communication is present many pragmatic failure, and even the phenomenon of cultural conflict.In addition, this study on cross cultural pragmatic failure types to explore its roots on the basis, the language itself the speaking subject speaker, hearer, according to target pragmatic, pragmatic context, cultural codebook, obedient person code as well as the speaker codebook proposed pragmatic model adaptation, and verification and from each other in two ways: analysis and pragmatic adjustment principle. From the teacher should strengthen the cultural knowledge of the target language input, adjust curriculum settings in the cross cultural pragmatic competence and the cultivation of cross cultural awareness and timely teaching content adjustment of teachers in the teaching process, materials made adjustment strategy.