With the rising international status of China, the learning of Chinese is becoming increasingly popular worldwide, and pragmatic errors in cross-cultural communication have become an important factor affecting the effectiveness of communication. The paper is divided into six parts. The first part is an introduction, which mainly introduces the background and reasons for the topic selection, research methods and current research status, and the definition of related concepts. The second part analyzes the teaching situation of Saint Gabriel’s College School from aspects such as the school introduction, curriculum settings, and the current status of Chinese language teaching, and points out the challenges and difficulties in Chinese language teaching at the school. The third part reveals the main challenges in cross-cultural communication through the evaluation of teaching resources, textbook content, and surveys on students’ attitudes and abilities towards learning. It outlines the classification of cross-cultural pragmatic errors and the analysis of specific cases of such errors. The fourth part delves into the root causes of pragmatic errors encountered by students at Saint Gabriel’s College School in their Chinese language learning and cross-cultural communication, including cultural differences between China and Thailand, and the insufficient knowledge base of learners. The fifth part proposes various strategies to address the causes of cross-cultural pragmatic errors, such as narrowing cultural differences and enhancing learners’ abilities, in order to avoid issues of cross-cultural pragmatic errors in CFL teaching. The final part is a conclusion that analyzes the deficiencies and looks forward to the future. Through theoretical guidance and field research, this paper analyzes the issue of “cross-cultural pragmatic errors” among students in Chinese language learning, aiming to provide some suggestions for Chinese language teaching at Saint Gabriel School and other similar schools, contributing to Chinese language teaching in Thailand.
随着中国国际地位的提升，汉语学习在全球范围内日益普及，跨文化交际中的语用失误成为影响沟通效果的重要因素。本文分为六个部分进行阐述，第一部分为绪论，主要介绍了选题缘由，研究目的与意义，研究方法及内容，研究现状及相关概念的界定；第二部分，从学校简介、课程设置、汉语教学现状等方面，对圣咖布里埃尔学校的学情进行分析，并指出学校汉语教学存在的挑战与困难；第三部分，通过对学校教学资源、教材内容的评估，以及学生学习态度和能力的调查，揭示了跨文化交流中存在的主要挑战，概述了跨文化语用失误的分类和个案分析；第四部分，深入探究了圣咖布里埃尔学校学生在汉语学习和跨文化交流中，遇到的语用失误的根源，包括中泰文化差异、学习者知识储备不足等；第五部分，对跨文化语用失误产生的原因提出了多种策略，如：缩小文化差异、提高学习者能力等策略，来规避对外汉语教学中跨文化语用失误的问题。最后，是全文的总结，分析了不足之处以及对未来的展望。本文通过理论指导与实地调查，分析学生在汉语上的“跨文化语用失误”问题，旨在为圣咖布里埃尔学校汉语教学，及其他类似学校提供一些参考建议，为对泰汉语教学贡献出一份力量。
