Abstract. From the basic characteristics, teaching Chinese as a foreign language is a key discipline in the linguistic system, which involves the basic linguistic principles of foreign language and the specific context which it is closely related to. Therefore, it can be seen that learning Chinese as a foreign language helps to enhance students' oral and external communication skills. In recent years, new curriculum reform has been fully promoted. In the face of the new situation, the teaching mode of teaching Chinese as a foreign language will also be subject to corresponding changes. In essence, the key to learn Chinese as a foreign language should be pragmatic acquisition. It is necessary to have a comprehensive grasp of a variety of pragmatic habits. Therefore, for the current Chinese class, pragmatic acquisition should be placed in the core position, combined with the real classroom situation of Chinese as a foreign language, to explore the improvement measures.In many cases, even if there is a relatively strong language ability, the student's corresponding pragmatic competence is not able to obtain synchronic improvement. This is because language communication itself has prominent systematical characteristics, which should contain specific context, communication motivations and other related elements. In the perspective of pragmatic acquisition, students should be able to fully understand and output the related language construction information when facing specific statements [1]. As a result, pragmatic acquisition should be taken as fundamental support during the whole process of learning Chinese. Teachers and students have to be concerned with the pragmatic acquisition of foreign language, in order to from the source optimize their own learning experience of foreign language and then to closely combine with the pragmatics and Chinese language learning.