A Study on Pragmatic Errors in Intercultural Communication among English Majors in Chinese Colleges and Universities: Types and Causes

Discourse lapses in intercultural communication present a significant challenge for English majors in Chinese colleges and universities. Drawing on cross-cultural communication theory, pragmatics theory, and cultural difference theory, this study analyzes the types and causes of pragmatic errors. The findings indicate that such errors primarily occur at three levels: linguistic form, communicative function, and social culture. These errors are closely linked to differences in language systems, negative transfer from the native language, cultural cognitive disparities, insufficient cross-cultural awareness, and teaching-related factors. To address these issues, the study proposes improvements in curriculum design, teaching methods, material preparation, and assessment mechanisms. These measures aim to enhance the cross-cultural communicative competence of English majors, support the reform of English education, and foster the development of internationally-minded talent.