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对外汉语教学以提高汉语学习者交际能力为最终目标,因此在教学中应充分重视汉语语用知识的传授。服务于对外汉语教学的汉语语用研究不完全等同于汉语语用本体研究,它应是在学习者母语和汉语的语用对比分析以及学习者使用汉语的语用偏误分析的基础上确定的,主要包括汉语的指示、会话含义与交际策略、言语行为、形式与结构的语用功能、会话结构与会话标记语,以及语境。
Teaching Chinese as a foreign language to improve the communicative competence of Chinese learners is the ultimate goal. Therefore, teaching of Chinese should give full attention to the teaching of Chinese pragmatic knowledge. The study of Chinese pragmatics serving foreign language teaching is not exactly the same as the study of Chinese pragmatic ontology. It should be based on the pragmatic comparative analysis of learner’s mother tongue and Chinese and the pragmatic error analysis of learners using Chinese , Mainly including instructions in Chinese, conversational and communicative strategies, verbal behaviors, pragmatic functions of forms and structures, conversational structures and conversational markers, and context.