A Study On The Pragmatic Competence Of Foreign Students At Intermediate And Advanced Chinese Level

Language is a vehicle for the transmission of information.However,in the process of intercultural communication,international students often fail to use Chinese accurately to indicate their intentions,i.e.they lack appropriateness or misunderstand native speakers without violating the rules of the language,which involves the development of pragmatic competence,an important goal of international Chinese language teaching.In fact,even learners at the intermediate to advanced level of Chinese still make speech errors in their expressions,which shows that the level of second language does not fully reflect the pragmatic ability of international students.This article will select the concept of "speech act" in pragmatics,first refer to the dialogue scenarios in HSK Standard Course,build a pragmatic expression scale with discourse cloze method,and to examine the current situation of the implementation of directive speech acts by international students at the intermediate and advanced levels.On the basis of this study,the pragmatic abilities of second language learners are analysed from two perspectives: pragmatic language ability and social pragmatic ability.After analysing the syntactic performance at the level of pragmatic language and the strategic performance conditioned by social perceptions,the paper finds that there is a significant correlation between the pragmatic competence of international students and the level of Chinese language proficiency.On the other hand,there is still room for improvement in the subjects’ pragmatic competence at this stage.By analysing the examples of speech acts in the HSK Standard Course and the Spoken Chinese Course,this paper argues that the current language teaching has limitations such as overly written dialogues in textbook contexts and poorly targeted teaching forms,and categorises the rationality of language teaching,the native language background of international students and the socio-cultural background as potential influencing factors.This paper suggests that teachers should take into account the uniformity of Chinese language expressions and the differences between international students;classroom activities can be designed with the help of multimedia resources,and social influences such as power and distance between conversational partners can be incorporated independently to compensate for the shortcomings of the teaching materials and guide Chinese learners to use language strategies appropriately.Finally,this paper takes speech act as an example to design a two-dimensional model of pragmatic teaching—one-way input based on pragmatic knowledge and internalization training based on students,in order to make some contributions to the improvement of international students’ Chinese language proficiency.