Analysis Pragmatic Error Of Thai Students’ Chinese

Language is the most important communication tool of human beings, and communication is the most essential function of language. The sentence which have meet the qualified grammar and the rationality of semantic, should also meet the demands of the context and communication behavior.There have many problems the pragmatic rules have to deal with,but mostly are refer to discourse understanding. Pragmatic biased error was first put forward by Jenny Thomas in 1983,in his article <cross cultural pragmatic biased error>he pointed out because of differences in cultural background in learning foreign language,will cause pragmatic biased error,that’s “can’t understand the meaning of the words”.Through teaching practice in Benjamarachanusorn School and HSK dynamic corpus of Beijing Language and Culture University,I have collected hundreds of articles.Firstly,compares the language syntax partial errors with pragmatic errors,then defines the language syntax errors mainly refers to the “correctness” of the language,but pragmatic linguistic bias is focused on the “appropriateness”of language,and pragmatic competence can not automatic lifting with the increase of grammar knowledge and the expansion of vocabulary.At the same time,from the language pragmatics and social pragmatic aspects to analysis the category of pragmatic errors: From the pragmatic aspects of language, can be divided into lexical errors and bias statements pragmatic;pragmatic bias from social aspects of division, can be divided into salutation bias, greet and say goodbye language bias,polite language bias error, etc., and from the impact of Thailand’s native language and cultural rules,foreign language teaching has a one-sided, Teaching Chinese as a lack of specific pragmatic teaching, the acquisition of the three aspects of an individual interference factors to analyze the reasons for the pragmatic errors generated.Meanwhile, summarize the measures to solve the problem in pragmatic errors,such as Chinese and Thai stick contrast from teaching principles,the context of integration into foreign language teaching,students’ pragmatic competence in teaching and guiding students to explore teaching Chinese as a Foreign Language.