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【Abstract】The pragmatic failures made by the Chinese English learners in their daily communications with the English native speakers and the ways how to reduce the occurrence of the pragmatic failures are addressed in the paper. Additionally， some suggestions about the avoidance of pragmatic failure are proposed in English language teaching.
【Key words】pragmatic failures； cultural context； language teaching
Pragmatic failure was first proposed by Jenny Thomas and its nature is that the hearers can not understand the implications of the speakers’ utterances， even the cultural conflict happened. He Ziran indicated that pragmatic failures were not caused by the abuse of the grammar rules but the ways of the conversation which violate the native speakers’ expressing habits as well as thinking modes and the speaker can not express his intended meanings at the apposite time and context.
Thomas （1983） classified pragmatic failures into pragmaticlinguistic failures and sociopragmatic ones.
Pragmalinguistic failures refer to the communicating failures caused by the lack of pragmatic knowledge as well as the negative transfer of the learners’ mother language. In addition to this， the non-native speakers’ comprehending the communicative contexts based on their stereotyped ideas cultivated in mother tongue context will definitely make such troubles.
Example：（In an office， a foreign businessman shows his thanks to a Chinese secretary.）
Foreign businessman：Thanks a lot， that’s a great help.
Chinese secretary：Never mind. It’s my duty to do so.
The Chinese secretary embarrassed the foreign businessman. “Never mind” is used to response to the apology from the speaker and not suitable for accepting other’s appreciation. “Duty” means that the speaker does not want to do something. Instead， she should say “Don’t mention it. It’s a pleasure.”
Sociopragmatic failures relate to the failures that occurred in the dialogues when the people do not have a clear idea on the cultural differences between the East and the West.
Example：（Xiao Hong asked a foreigner to help her take photos and told him the operation instructions. Before starting， the foreigner made sure how to operate it.）
Foreigner：Shall I push this button？
Xiao Hong：Of course.
For Chinese people， “Of course” sounds quite right， because it is a close correspondence with the Chinese phrase“當然”， showing that the speaker are sure of something. While the foreigner thought that the student laughed at his ability of operating the camera and doubted his intelligence as well. Due to the cultural difference， “of course” implies that the speaker has explained the instructions clear enough， and any normal intelligent person can understand it. The proper way should be “Exactly”， or “Yes”. Negative transfers come up when the L2 learner’s habit thinking modes from his mother tongue are transferred into the target language and the target language speakers perceive that it is different from what the learners desire to express. Teachers should make great efforts to set up real-life situations to help the students minimize the negative transfers of mother tongue.
Language is both the carrier and the main expressional form of culture. Teachers can exploit contrastive analysis method to promote the students pragmatic competence by intentionally letting the students find out how the request is performed differently among the Chinese and the English in their inter-communication. Such contrastive analysis can arouse students’ awareness of the language difference and remind them of some possible problems in their use of the target language.
Pragmatic Competence calls for the learners to communicate in terms of concrete context. In order to help the students eliminate the pragmatic failures， the teachers should offer the proper teaching materials to improve their communicative competence， utilize the multi-media equipments to help them obtain the “authentic” linguistic materials， design proper exercises to foster their linguistic competence， encourage them to read more foreign publications.
References：
[1]Thomas，J.Cross-cultural Pragmatic Failure.Oxford：Applied Lingustics，1983（2）.
[2]Zhang Jianzhong，Brief English teaching method，Guangzhou： Guangdong education publisher 1990.
[3]何自然.語用学概论[M].长沙：湖南教育出版社，1988.
【基金项目】陕西省教育厅项目“地方高校大学生EFL学习者文化身份焦虑研究”（16JK1810）；咸阳师范学院科研基金项目（15XSYK007）。
作者简介：李玲（1970.7-），女，汉族，陕西铜川人，硕士，讲师，研究方向：英语教学。
【Key words】pragmatic failures； cultural context； language teaching
Pragmatic failure was first proposed by Jenny Thomas and its nature is that the hearers can not understand the implications of the speakers’ utterances， even the cultural conflict happened. He Ziran indicated that pragmatic failures were not caused by the abuse of the grammar rules but the ways of the conversation which violate the native speakers’ expressing habits as well as thinking modes and the speaker can not express his intended meanings at the apposite time and context.
Thomas （1983） classified pragmatic failures into pragmaticlinguistic failures and sociopragmatic ones.
Pragmalinguistic failures refer to the communicating failures caused by the lack of pragmatic knowledge as well as the negative transfer of the learners’ mother language. In addition to this， the non-native speakers’ comprehending the communicative contexts based on their stereotyped ideas cultivated in mother tongue context will definitely make such troubles.
Example：（In an office， a foreign businessman shows his thanks to a Chinese secretary.）
Foreign businessman：Thanks a lot， that’s a great help.
Chinese secretary：Never mind. It’s my duty to do so.
The Chinese secretary embarrassed the foreign businessman. “Never mind” is used to response to the apology from the speaker and not suitable for accepting other’s appreciation. “Duty” means that the speaker does not want to do something. Instead， she should say “Don’t mention it. It’s a pleasure.”
Sociopragmatic failures relate to the failures that occurred in the dialogues when the people do not have a clear idea on the cultural differences between the East and the West.
Example：（Xiao Hong asked a foreigner to help her take photos and told him the operation instructions. Before starting， the foreigner made sure how to operate it.）
Foreigner：Shall I push this button？
Xiao Hong：Of course.
For Chinese people， “Of course” sounds quite right， because it is a close correspondence with the Chinese phrase“當然”， showing that the speaker are sure of something. While the foreigner thought that the student laughed at his ability of operating the camera and doubted his intelligence as well. Due to the cultural difference， “of course” implies that the speaker has explained the instructions clear enough， and any normal intelligent person can understand it. The proper way should be “Exactly”， or “Yes”. Negative transfers come up when the L2 learner’s habit thinking modes from his mother tongue are transferred into the target language and the target language speakers perceive that it is different from what the learners desire to express. Teachers should make great efforts to set up real-life situations to help the students minimize the negative transfers of mother tongue.
Language is both the carrier and the main expressional form of culture. Teachers can exploit contrastive analysis method to promote the students pragmatic competence by intentionally letting the students find out how the request is performed differently among the Chinese and the English in their inter-communication. Such contrastive analysis can arouse students’ awareness of the language difference and remind them of some possible problems in their use of the target language.
Pragmatic Competence calls for the learners to communicate in terms of concrete context. In order to help the students eliminate the pragmatic failures， the teachers should offer the proper teaching materials to improve their communicative competence， utilize the multi-media equipments to help them obtain the “authentic” linguistic materials， design proper exercises to foster their linguistic competence， encourage them to read more foreign publications.
References：
[1]Thomas，J.Cross-cultural Pragmatic Failure.Oxford：Applied Lingustics，1983（2）.
[2]Zhang Jianzhong，Brief English teaching method，Guangzhou： Guangdong education publisher 1990.
[3]何自然.語用学概论[M].长沙：湖南教育出版社，1988.
【基金项目】陕西省教育厅项目“地方高校大学生EFL学习者文化身份焦虑研究”（16JK1810）；咸阳师范学院科研基金项目（15XSYK007）。
作者简介：李玲（1970.7-），女，汉族，陕西铜川人，硕士，讲师，研究方向：英语教学。