【正文】 in this thesis: Introduction, Chapter One, Chapter Two, Chapter Three and Conclusion. In the introduction, the author sketches the whole thesis, which includes research background, research subject and significance and organization of the thesis. Chapter One reviews the negative pragmatic transfer study abroad and home, along with the definition of pragmatic transfer and intercultural munication. Chapter Two analyzes the major manifestations of negative pragmatic from language and social aspects. Chapter Three puts up some corresponding strategies to lessen negative transfer in the process of language learning and teaching. In the Conclusion, the author sums up her study and points out the limitations in the study.Chapter 1 Literature Review In this chapter, a brief statement of pragmatics, intercultural munication and negative transfer will be made. This hopefully provides theoretical background for analyzing pragmatic transfer in chapter two. Pragmatic Transfer To understand pragmatic transfer, it is necessary to understand pragmatics and negative transfer. Definition of PragmaticsAs any other subjects, pragmatics should have its own definition. When the philosopher Charles Morris(1938: 6) first used the term pragmatics, it is just one of the three branches of semiotics(with the two other sister terms of syntacyics/syntax and semantics), being the study of the relation of signs to interpreters and it deals with the biotic aspects of semiosis,that is, with all the psycholigical, biological, and sociological phenomena which occur in functioning of signs(1938: 108).Of course this covers a much wider scope than the current linguistic pragmatics.For the present notion of pragmatics, it39。s intentions have not been interpreted accurately by another participant. And most mismunication derives from pragmatic failures in intercultural munication and attracts much attention.There are a lot of foreign scholars who studied this aspect, such as Charles Morris(1938), Levinson(1983), Thomas(1983), Kasper G(1992), Driven, . amp。關(guān)鍵詞：跨文化交際；語用遷移；語用負(fù)遷移；對策ContentsAbstract I摘 要 IIIntroduction 1Chapter 1 Literature Review 3 Pragmatic Transfer 3 Definition of Pragmatics 3 Definition of Pragmatic Transfer 4 Intercultural Communication 5 Definition of Intercultural Communication 5 Pragmatic Transfer and Intercultural Communication 6 Review of Studies on Negative Pragmatic Transfer 7Chapter 2 Manifestations of Negative Pragmatic Transfer in Intercultural Communication 10 Language Aspects 10 Lexical Transfer 10 Syntactic Transfer 13 Negative Transfer in Discourse and Texts 16 Social Aspects 18 Negative Transfer in Values 18 Negative Transfer in Social Contact Custom 19 Negative Transfer in Thought Patterns 20Chapter 3 Strategies to Reduce Negative Pragmatic Transfer 22 To Enforce Teachers39。本文基于前人對語用負(fù)遷移的優(yōu)秀成果，首先闡述了“語用遷移”，“跨文化交際”等概念的定義，并回顧了語用遷移研究的現(xiàn)狀。 negative pragmatic transfer。 study.On the basis of the previous researches, this paper begins with the definition and understanding of the terms like pragmatic transfer, intercultural munication, and introduces the current situation of negative pragmatic transfer research. Then, the author analyzes the primary manifestations of negative pragmatic transfer at the levels of lexis, syntax, text, values, politeness strategies, social contact customs and thought patterns from language and social aspects. Finally, some corresponding strategies are put up, that is, to enforce the teachers39。 negative transfer from native language to target language, which impedes leaners39。 pragmatic transfer。言語學(xué)習(xí)的跨語言、跨文化研究不斷的揭示出學(xué)生從母語到目標(biāo)語的負(fù)遷移現(xiàn)象，對學(xué)習(xí)者起阻礙作用。了解語用負(fù)遷移在現(xiàn)實中的具體體現(xiàn)和相應(yīng)的應(yīng)對策略，不僅能促進(jìn)語言的習(xí)得與教學(xué)，還有助于減少跨文化交際中的誤解與失敗。s the failure of munication. Such mismunication is a retrospective recognition which one person39。 and the learners39。 Kasper defined pragmatic knowledge as a particular ponent of language users39。s definition, refers to our linguistic knowledge of language use, and sociopragmatics is related with how our sociological knowledge influences our interaction(1983:10). Inspired by Leech39。, is equally suitable to broadly separate two main loci of pragmatic transfer (1992:2008).To Kasper(1992), a pragmalinguistic transfer is the influence of the learner39。intercultural39。 interlanguage perception and production in the target language. And the influence is positive or negative.Pragmatic transfer can occur at both pragmalinguistic and sociopragmatic levels. The former hass been less documented than latter. However, although the literature abounds in evidence for pragmatic transfer, little has yet been done to investigate more closely the conditions under which pragmatic transfer is or is not operative (Kasper amp。 percentage of apology making was the highest, and next was that by Russians, with that by Hebrews the lowest. She furthur illustrated this tendency in another similar test among the Hebrew IL of the Englishspeaking learners.Differentt from Olshtain, Scarcella(1983)(cited in Kasper 1992) specifically examined the discourse accent of some Spanishspeaking Enhlish learners. She found the municative style of her informants parable to those in their native language Spanish. Thus Scarcella claimed that Spanish learners of English as a second language(ESL) shifted what was conceived of as municatively appropriate L1 styles into English.In 1987, House amp。 UlissWeltz(1990) initiated a study among the Japanese learners of English as a second language concering the making of refusals. The difference detected was apparent in that Japanese ESL learners conceptualized the necessity of the status difference in interactions, while the Americans denied the existence of such differences even if such differences indeed existed.Bergman amp。 learning of English. The following are some examples:1. During my visit to my grandparen