Author(s)

Jing Yu

Corresponding Author

Jing Yu

ABSTRACT

The theory of language socialization has been used by more and more researchers to analyze the pragmatics of second language acquisition from the perspective of social culture. It enables learners to achieve socialization through the learning of linguistic forms and enables learners to integrate into specific social cultures through expected roles and behaviors. The article analyzes the interlingual pragmatic competence of Tibetan Chinese learners from the perspective of pragmatic socialization, and concludes that under Tibetan-specific language learning environment, classroom education should be available as a social space for learners to use. Language and cultural knowledge enables students to use the correct and appropriate language to achieve the purpose of communication in cross-cultural communication.

KEYWORDS

Language Socialization, Pragmatic Socialization, Interlingual Pragmatic Competence, Classroom Instruction