A Comparative Study Of Teaching Strategies For Correcting Pragmatic Negative Migration In The Process Of Chinese Acquisition

With the continuous improvement of China’s comprehensive national strength,more and more international friends have begun to carry out all-round exchanges with China,and many people choose Chinese as a second language to learn,which we call "second language acquisition(SLA)".Second language acquisition inevitably produces "pragmatic migration" and "pragmatic negative migration".Pragmatic transfer refers to "the influence of language learners on the understanding,output and learning of second language pragmatic information by the pragmatic knowledge of their mother tongue","negative pragmatic transfer" refers to the negative effects of the cultural background,language thinking and products of the mother tongue on the acquisition of the second language in the process of second language acquisition."Pragmatic negative transfer" often leads to "pragmatic failure" in second language learners,which hinders their accurate expression.These pragmatic failures in Chinese have many negative effects on cross-cultural communication in the Chinese context.They not only affect the effect of daily verbal communication,but also tend to hinder the cultural and psychological identity of Chinese learners.There may even be a further cultural clash.In Chinese classroom,it is necessary to take the initiative to observe,conclude and summarize the possible pragmatic failures.Therefore,it is necessary not only to prevent further negative influence on Chinese learners as a second language,but also to guide students to master the tricks of using Chinese properly to participate in pragmatic activities.As a qualified teacher of Chinese language in international classrooms,one should not only master relevant cultural foundations such as pedagogy,psychology and traditional Chinese knowledge,but also have certain research qualities.In recent years,formative evaluation,as an advanced teaching evaluation method,has attracted great attention in the educational circle.Because of its student-centered humanistic education concept and innovative teaching methods of multiple participation,it has achieved good teaching effects.This paper explores the use of "formative assessment" as a means of coping with negative pragmatic transfer,and formulates a complete classroom design scheme so that students can better consciously correct negative pragmatic transfer in Chinese learning and constantly improve their Chinese level.The subjects of this study are foreigners with different Levels of Chinese as their target language.The investigation methods include sampling questionnaire,supplementary dialogue,query of relevant data,etc.,collect the error scores of the respondents,and use mathematical statistics to statistically integrate the data,so as to conclude the causes of "pragmatic failure" and the correlation between "pragmatic negative transfer" and it.In view of the characteristics of "pragmatic negative transfer",this paper adopts the educational concepts and methods related to "formative assessment" to formulate a perfect classroom strategy so that students in Chinese class can consciously avoid and correct their "pragmatic errors".This paper will combine "application" with "theory",and has statistical analysis means such as questionnaire survey and sampling survey which fully embodies scientific nature.There are also teaching cases based on the specific link of the classroom design.In view of the more common types of pragmatic bias,there are also targeted teaching system improvement methods and teaching link design.This paper draws on DCT(Discourse Completion Test),questionnaire and other research tools used by western linguistic research centers.The traditional idea of "contrastive analysis" is also adopted to decompose the combination of sentence patterns for differential analysis.In addition,Kandell statistical method will be used to construct the related distribution legend of the main error types,so that the test results can be both visible and scientific.For the statistical results,after the analysis of the survey results,this paper will also give the corresponding examples of error correction programs and supplement for their limitations.After reading this paper,Chinese learners and other relevant practitioners can further explore the feasibility of other schemes to correct "pragmatic negative transfer" in Chinese learning,so as to realize more practices of humanistic teaching ideas in Chinese teaching and bring more benign inspiration and reflection for future Chinese classes.