Literature Review This chapter consists of three parts. Section 2.1 briefly explains the concepts of Chinese loanwords and pragmatic errors. Section 2.2 is the introduction of relevant theoretical background. Section 2.3 provides a general literature review related to research topics. 2.1 Basic explanation and theoretical basis 2.1.1 Brief Introduction to the Concept of Chinese Loanwords and Pragmatic Errors Loanwords refer to words that are transliterated or simply literally translated from other languages. There are five main forms of loanwords: transliteration, transliteration plus ideogram, combination of transliteration and free translation, direct borrowing and pure free translation. The progress and development of social history, ethnic integration, trade and cultural exchanges have prompted Chinese to constantly absorb words from foreign languages. The introduction of Loanwords in Chinese began in the Eastern Han Dynasty. With the spread of Buddhism and the expansion of Buddhist Scripture translation, the first climax of loanwords was created. After the late Ming and early Qing Dynasties, Indo-European words mainly in English were absorbed into Chinese rapidly and massively, forming the second climax of loanwords introduction. From the late Qing Dynasty to the first half of the twentieth century, social changes took place in China. With the drastic social changes, Chinese has also undergone some changes. In addition to the introduction of western scientific terms, a large number of Chinese characters have also been absorbed from Japanese, which has become the third climax of the introduction of loanwords. Since the reform and opening-up, economic and trade cultural exchanges between China and foreign countries have been increased, and loanwords have also entered Chinese with unprecedented momentum. Nowadays, loanwords have penetrated into all aspects of our lives, especially in the field of science and technology. Culture and language are closely related. The introduction of loanwords can also cause contact and collision between different cultures. It can be said that loanwords are the bridges of different culture exchanges. Loanwords reflect the characteristics of different cultures and the general situation of cultural exchanges among different nationalities. The application of Loanwords in ethnic culture exchanges, ethnic migration, ethnic origin and religious beliefs has certain effect. The study of Chinese loanwords in Chinese linguistic circles began in the 1950s. This paper mainly focuses on loanwords in Chinese. Because maternal culture has obvious imprints on habits of foreign students to use language, such imprints will exert a subtle influence on their use of Chinese, and also produce corresponding pragmatic errors, such as greetings, invitations, requests, thanks and so on. Modern Chinese loanword system is a complex adaptive system. Loanwords in Chinese include many vocabularies and many etymologies. For example, a large number of foreign words come from Japanese and English, such as angel, poker and hysteria. We should follow the objective facts and reexamine loanwords from the perspective of complex dynamic system, which will help to explain the connotation and extension of modern Chinese loanwords. 2.1.2 The Definition of Pragmatic Errors Kathleen Bardovi-Harlig and Zolt#225;nDouml;rnyei think pragmatics address the appropriateness of utterances given specific situations, speakers and content. Pragmatic errors refer to the phenomenon that communication activities cannot be coordinated and carried out perfectly due to inappropriate use of language. Taking second language acquisition as an example, pragmatic errors refer to learners often bring L1 culture into the communicative context of the target language culture due to the influence of L1 thinking stereotype and cultural habits, and unconsciously apply L1 expression to the communication of the target language, which violates the pragmatic rules of the target language and leads to inappropriate speech acts of the target language. Such errors seriously affect the progress of intercultural communication, and even interrupt communication. Without proper learning and guidance, such errors increase with the improvement of second language knowledge. Starting from the definition of pragmatic errors and based on the theory of error analysis, this paper describes the "pragmatic errors at the linguistic level" and "pragmatic errors at the social level" that occur in the process of acquiring Chinese loanwords of Chinese students and foreign students. It also analyses the causes of pragmatic errors and puts forward some countermeasures. 2.2 Theoretical framework To be more specific, in the article of Inter-lingual Errors and Inter-lingual Pragmatic Errors, there are three principles for identifying pragmatic errors offered by ChenShuFang： The Criteria for Identifying Pragmatic Errors are Acceptable to the Target Language Users or Not. If the grammar is correct, but the language used is inappropriate due to the interference of L1 communicative cultural model, and the meaning to be expressed is not understood and accepted by the target language users, such problems are identified as pragmatic errors. The Meaning Learners Want to Express is Understood and Accepted or Not. If the meaning expressed by the user is not accepted and understood by the native speaker, it is a pragmatic error. The Learner's Language Expression is Appropriate or Not. Pragmatic appropriateness is also a factor we need to consider when identifying errors. Pragmatics is an area not covered by the analysis of errors, but it is a difficult problem for middle and advanced language learners. 2.3 Related studies 2.3.1 Studies on pragmatic errors abroad The concept of pragmatic errors was first proposed by Jenny Thomas in 1983. His interpretation of pragmatic errors is the inability to understand what is meant by what is said. He believes that pragmatic errors can be divided into pragmatic language errors and social pragmatic errors. Pragmatic language errors are the errors caused by language learners who apply the language habits of their mother tongue to the target language. Socio-pragmatic errors refer to acts that deviate from the communicative purpose of language because of the different cultural backgrounds and social conventions of the two sides of the dialogue, which makes them unable to accurately understand the meaning of the language they want to express in verbal communication. 2.3.2 Studies on pragmatic errors in China The study of pragmatic errors in China originated in the field of foreign language teaching. The initial research focuses on the comparison of pragmatic errors with those in English, and the study of other languages is relatively scarce. The study of pragmatic errors in the field of Chinese as a foreign language has just arisen in recent years. For example, in Lv Wenhua's and Lu Jianji's "Pragmatic Errors in Learning Chinese by Foreigners", it is pointed out that pragmatic errors of foreigners in learning Chinese can be divided into two categories: linguistic pragmatic errors and social pragmatic errors. The former is due to the differences of thinking patterns and habits or observation in the use of sentences and words, which causes inappropriateness. The latter refers to the pragmatic errors made by foreigners who learn Chinese in social interaction, which does not conform to our social habits and cultural psychology. Taking Chinese learners whose mother tongue is English as the object of study, that paper illustrates by classifying and giving examples. Due to the limitation of the length of the article, no specific teaching countermeasures are put forward. With the development of China's economy and the advancement of globalization, there has been a Chinese fever in all countries of the world. It can also be seen from the increasing trend of exchange students from all countries to China that the "Chinese fever" is heating up year by year. All these make the scale of learning Chinese expanding and promote the development of Chinese teaching. In this context, we should pay more attention to the problems and situations of Chinese teaching. Secondly, by combing the existing research, we can find that the current research on Chinese pragmatics is not deep enough. Nowadays, Chinese teaching mostly focuses on phonetics, vocabulary and grammar. The ability of students to speak Chinese grammatically correct has become the focus of teaching. However, the problem of language use has been neglected. In the communication with some foreign students, we find that even if the students' Chinese is very good, they can still say some sentences that Chinese people do not sound authentic when they use Chinese in verbal communication. Although these sentences have no grammatical mistakes, they still make the Chinese feel embarrassed or uncomfortable. The reason is that students fail to fully consider the influence of Chinese cultural background, social customs and other factors on verbal communication. Generally speaking, compared with other linguistic research fields, the study of Chinese loanwords is weak. Compared with similar studies in foreign countries, our research is also backward, in depth and breadth is not enough. We should continue to expand and excavate on the basis of the achievements of other scholars. 2.3.3 Current Situation of the Research: Innovation and Difficulties There are still some innovations and difficulties in this study. At present, the study on the pragmatic analysis of foreign students' acquisition of Chinese loanwords is relatively weak. This paper will collect more abundant corpus on the basis of previous studies, and further study and analyze the pragmatic errors of foreign students' acquisition of Chinese loanwords, so as to make the study of pragmatic errors of foreign students' acquisition of Chinese loanwords more systematic. Secondly, this paper adopts the method of comparative experiment between Chinese native speakers and foreign students in acquiring Chinese loanwords, to explore the causes and influencing factors of pragmatic errors of Chinese loanwords, which has certain reference value. Pragmatic error research involves pragmatics, intercultural communication and second language acquisition. It is a cross-cutting and comprehensive study, which also indicates the complexity of the study. In addition, Through consulting the data, it is found that the domestic scholars study more pragmatic errors in the second language besides Chinese, but neglect the study of pragmatic errors in loanwords in Chinese. There are not enough materials in this area, so there will inevitably be some mistakes in our research. But at the same time, it also leaves a lot of research space for itself, which is conducive to its further development. This topic belongs to the practical application research papers, aiming at the phenomenon of pragmatic errors in the use of Chinese loanwords by Chinese and foreign students. At present, the academic circles mostly study the performance of pragmatic errors in students'learning and using a second language, or the current situation of their application in the group of foreign students. The research results are fruitful and have certain reference significance. However, few people are involved in the phenomenon of errors in the use of foreign languages in Chinese mother tongue.