跨文化交际能力在初中英语教学中的培养

题目名称跨文化交际能力在初中英语教学中的培养expectations of thesociety,and the objectives,contents andmethods of foreign language teaching mustacclimatizeto evolutionof theepoch,therefore,study mustdesign analysison accountof thedemands.And the other part,educational system,language environment,economic andtechnologicaladvance factorsdirectly affectthe processand effectof foreign languageteaching.People shouldoverall considerationof factorswhen wespecify the teaching plan,determine the teaching purposeand content and choose the teaching methods.If everyoneknowsexactly whatEnglish teaching in Chinawas flawedin thepast,the maximumreason isthatEnglish receiveseducation as a foreign language rather than as an international languagein ourcountry.Now comesand tooka lookat thedefects in English teachingin Chinain thepast.Firstly,people oftenact upto thetraditional modeto believe that andfigure outthings doneconsciouslyor unconsciouslyin actuallife.With regardto cultural learning,in order to maintain theglorious traditionand purifyour ideologicalconsciousness fora longtime andusually acttheprinciple ofdiscarding thedross andabsorbing the quintessence of foreign cultures,and are afraidof beinginvaded bythe badfactors of foreign cultures.Therefore,our cultural teaching ishighlyselective andpolitical.Put itthis waythere existsat leastthree issues.Firstly,the culture is formedby variantlevelsand elementsof correlation,ideas,social conventionand conformityand socialsystem andindividualwords anddeeds,which haveinternal relations,if someonetake out of contextnot onlyoverlookthe nature of culture is asystem butfinally lead to aone-sided commentaryon issuesanddebates evenquote out of contextwhen wecommunicate with others;Secondly,the politicalscreeningof cultural content,make amark betweenthequintessenceand drossstand for that theculturalelements arejudged goodand bad,and on the basis of culturalrelativism,there is no goodor bad culture,we learnculture isprincipally to comprehend the cultural differences,rather thanculturalcriticism.Thirdly,let learnerscontact only“elite”part of the culture,to avoidthe“drosspart,the objective of not only comprehensiveunderstanding of culture willcome tonothing,butalso canmake learnersare not absorbed in culturallearning,because ofwhat theyknow about thepurpose of cultural knowledge and experienceto theculture of the purposeof the group memberscharacteristics of distanceand theseknowledge canthelp themput thetrouble done ofcommunication in cross-cultural communication.Apparently,over-cautious attitude towardscultural teaching is one of the main reasonswhy Chinafalls behindinculturalthe lackof theoreticalresearch and difficultiesin classroom teaching practiceis thedirect reasonswhy Chinese culturalteaching lagsbehind.Specifically,for traditional teaching methodslack thepenetration ofbackground culturebecause of withoutthe supportof theoreticalresearchandprovides achance forChineseculturalteachinglimits to reach newones,which arefirstly reflectedin the teaching syllabus.Since thebirthof newChina,the nationalMinistry ofEducation formulatedand enacteda seriessyllabuses of allkinds of English teaching at alllevels,it is these thatenhance Chinasintegral levelof Englishteaching,at the same timegives expression to the development courseof English teachingin China,is aconvincible witnessof Chinasteaching graduallymature.In terms of culture teaching,however,even thougheach outlineon theaim of teaching underlinedlearning foreignculture,cultivated theimportanceof culturalquality,recognized the cultural factoris acrucial portionof foreign languageteaching,but all these outlineson formulationof English teaching ratherthan ateaching programwill be asimportant asculture teaching and language teaching status,but moreimportantly,there isnoany all-sided discussionin detailthe criterionof teaching,teaching content,teaching means andteaching testand evaluation,also didnot sayhow tointegrate language teaching withcultureteaching organically.The seeminglyadmissive butvirtually exclusionaryattitude of teachingsyllabus to cultural teachingdirectly makesfor thecontempt of teachers and students forculturalteaching.Without theoutline guideand restrainteachers,they getto thepoint of culture andhold afewactivities of culture dependedupon theirpersonal interests with sufficienttime is allowed.However,these cultural teaching activities are mostlylimited to the sporadicintroduction ofcultural knowledge,but that is farfrom thetrue meaning of culture teaching.As faras teachers areconcerned,they do not receiveadequate andappropriate trainingand havelimited opportunitiestocontact the target culture and cross-cultural experience,which makethem unable to bearthe portentmissionof cultural teaching.Secondly,at present,English teaching materials used in Chinabasically do not systematicallyorganizethe content of cultural teaching,scientific presentation,and language teaching supportingthe use of cultural teaching materials in the Chinesemarket is also rare.In addition,the currentextensiveuse oftraditional grammarin China-translation methodand communicativemethod ofthecombination of teaching methodsis single,to a certain extent,which impedesthe developmentof culturalteaching.Of course,in China,where theatmosphere ofexamination-oriented educationisvery strong,if thetest does not includethe evaluationof cultural knowledge andability,it isobviouslyunrealistic toexpect teachers andstudents to consciouslyand proactivelycarry outthestudy andtraining of cultural and intercultural abilities.For learningmethods,which influencedby traditionalChinese characterlearning so thatChinese studentslearn Englishis alsoregular,hence,attention isoften focusedon theunderstanding of wordsand sentencesratherthan attention tocontext,the overallchapter.LearningGrammar andvocabulary as the wholeof learning English butlearning content and Westerncountriesof cultural background knowledgedetached and the shelland culturalcontent do notmatch sothat leadingto theseparation ofbasic knowledge of language and Westernculturalknowledge.Therefore,the taskof studentsis tolisten to the teachercarefully inclass andafter classhardto studyteaching materialsthan reading and memorizingthe text,doing exercisesthese are themain form of English learning.It isbased on the abovereasons ChineseEnglish cultureteaching has been rovingthe borderofEnglish teaching,playing adispensable,subordinate andoptional role.Although with thecommonly spreadof communicativeforeign language teaching ideasin China,teaching materialsand teachers as the center of themodel haschanged quietly,but theinfluence ofthousands ofyearsof Confucianthought on the excessivedependence onteaching materialsandteachersthat maketheChinese students are stillbound bythe shacklesof learningforeign languages.In order to getrid ofsucha problemabsolutely requiresnot onlythe positiveteamwork of the broadmasses ofeducators,but alsoour ownenthusiasm to learn the knowledgeof cross-cultural communication.

2.2New Requirementsin the New English Curriculum StandardThe English curriculum in the compulsory education stage has the dualnature of instrumentaland humanistic.In termsofinstrumentalnature,English coursesundertake themission ofcultivating students9basic Englishliteracy,that is to say,students graspBasic English languageknowledge,four basicskills listening,speaking,readingand writing,the capacity ofcommunicating with others in English by means of English courses.That is,students canbroadentheir horizons,enrich theirlife experience,develop cross-cultural awareness,cultivatecross-cultural communicative competence,promote critical thinking,shape goodcharacter andcorrectvalues throughEnglish course,above allthings welay thefoundation forlifelong learning.The overallobjectiveof English coursesin thecompulsory educationstage is to train studentspreliminary comprehensive language applicationability,boost theirmental developmentandcomprehensive humanisticaccomplishment throughEnglishlearning.The formationofcomprehensive languageuse abilityon accountof theoverall development of language skills,language knowledge,emotional attitude,learning strategiesand cultural awareness.Languageknowledge andlanguageskillsare theheadstone ofcomprehensivelanguageuse ability.However,cultural awarenessis conducive to correctunderstanding anduse of language.Positive emotionalattitudeis conduciveto promotingstudents positivelearning andsustainable development.Effective learningstrategies help to improvelearning efficiencyand developingindependentlearning ability.These fiveaspects complementeach otherand jointlypromote theformation anddevelopment of languageuse ability.TheEnglish curriculum in thecompulsory educationstageproceeds from the thirdgrade ofprimaryschool andterminates in the thirdgrade of junior middle school nineyears ofcompulsoryeducation,and iscoupled with the Englishcurriculumin the seniorhigh school.English courseinthe wholebasic educationstage includingcompulsoryeducationand seniorhigh schoolis setatnine levelsaccording to the abilitylevel,forming aprogressive andsustainable developmentcourse.In thenine-level targetsystem,grades1to5are the goal requirementsfor compulsoryeducationequivalent togrades3to

9.We shouldmake astable transitionbetween primaryschool andjuniormiddle School,and promotethe equilibriumdevelopment ofprovincial Englisheducation.In areaswhereteachers and social andeconomic conditionsare better,the startinggrade of English coursecan be appropriatelyadvanced ofschedule,and ethnicminority areascan determinetheimplementation measures of the English courseaccording to the actuallocal situation.The mostimportantof allis that the newEnglishcurriculumstandard has the followingspecific andexplicitrequirements forcultivating students cross-cultural communicative competence.Among them,level1is thestarting level,level2is the basic requirementsto bemet bythe endof grade6,and level5is the basic requirementsto bemet bythe endofgrade

9.Grade7〜9respectively achievethegoalof three,four,five objectives,the weeklyclass on the basisof theNationalCurriculum planimplementation.Specific level5targets havethe followingcontents.Understanding thebody languagefrequently-usedin English communication,such asgestures,expressions,etc.;properly useddifferent Englishtermsof address,greeting andfarewell;understand anddistinguish betweenthe namesand thecustom ofintimate salutationcommonlyused in English;understanding dresscustoms informal and informal settingsin English-speakingcountries;understanding thedietary customs of English-speaking countries;respond appropriatelytoother peoplescompliments,requests,etc.;learning thecustomsofsalutation betweenfamilymembers inEnglish-speaking countries;use appropriateways toexpress praise,request,etc.;apreliminary understanding of thegeographical,location climaticcharacteristics,history ofEnglish-speaking countries;a preliminaryunderstanding of cultural meaning of commonplants inEnglish;a preliminaryunderstanding ofcultural connotationsof naturalphenomena inEnglish;understanding thetraditional recreationaland sportsactivities inEnglish-speaking countries;learning aboutimportant holidaysand mainways ofcelebrating inEnglish-speaking countries;andthe mostimportant thingis todeepen ourunderstanding ofChinese cultureby learningaboutdiversity.In addition,there arespecific requirementsfor communicativestrategies.Being ableto communicate with othersinEnglishboth insideand outsidethe class;beinggood atseizing theopportunity ofcommunicating inEnglish;in communication,concentrate ontheexpression ofmeaning;in communication,it isnecessary thatwith thehelp ofgestures,expressionsand so onto communicate;being effectivein seekinghelp whenencounter difficultiesincommunication;noting thediscrepancy ofcommunicative customsbetween Chinaand foreigncountries in communication.III.The Necessityof Perceivingthe CulturalDiversityPerception isone way of understandingnature andsociety forhuman beings.As theGermannovelist Hessesaid,The truthindwells onlyin ourhearts.The perceptualpart isfilled withby usbyour culture.Within ourinnermost beingincluded symbols,objects,individuals,sense,events,ideas,and evenbeliefs.Peoples perceptionsgive meaningto allthese outwardstrength.AsGhembo said that perception is the process ofchoosing toorganize andtranslate sensorydata in aparticular mannerthat permitsus to grasp the meaningof the world.In otherwords,perception is anexternal processthrough whichone cantransform theinherent forcesof theexternal worldintomeaningful internalexperience.As theoutside worldis all-encompassing,well neverknow itcompletely.As Singerput it,“we donot immediatelyfeel the world as it is,who canonly perceiveitthrough our own senses.Although physiologyis anindispensable stageof perception,individuals must be sensitiveto thatonly psychologicalperception canhelp us to understandacrossintercultural communication.For example,our attitudetowards the elderly is also impactedby culture,and Americanculturetakes seriouslyyoung valuesand resistsold age.As amatter offact,young people areunwilling to communicate witholder peopleand morewill bemore willing to communicatewithpeers andmiddle-aged people.This attitudeof Americanstowards theelderly is not availableinother cultures.For example,in Asianand Africanculture,theelderlyare highlyregarded andrespected.It isgenerally acceptedthat theolder manis,the moreintelligent he is becauseLife lardstheindividual withexperience.From theexample,we caninstinctively know that culturehas atremendousimpact onsubjective reality,and there is asecure directconnection betweenculture andperceptionand behavior.As Adlerstates briefly,perceptionisdetermined byculture,and based onour cultural background.We learnto seethe worldin a certain way.In anyculture,perception islaidin everyhuman beingin theformofbeliefs,attitudes,and values.

3.1Culture Affectson BeliefsBeliefsystems areacquired and practiced sothat itremains the top priorityfor communicators.Let ussay someone intend tolaud Bibleto theskies.Therefore peoplewould approachthat theBibleis the most canonicalprovenance of knowledge andbe sensitiveto themiracles itindicatesand thesacred oathsit does.For instance,Whether or not youbelieve in the Quran,the Tao-teChing,the bibleand thechanges advocatedby Daoismdepend onyour cultural background andexperience.If someonebelieves thatmeditation bringspeace ofmind,then themcan*t holdyourhands upand saythat beliefis wrong.Everyone haveto recognizethe factthat differentcultureshave differentrealities and belief systems.As avivid illustration,Whether ornot youhave faithinthe Quran,the Tao-te Ching,the Bibleand thechanges advocatedby Taoismrest ofyour culturalbackground and experience.If someonebelieves thatmeditation givesrise topeace ofmind sothatyou areincapable ofholding yourhands upand saythat beliefis wrong.People mustrealize thefactthat variouscultures areaccompanied withvarious realitiesandbelief systems.It isfaith that is thesovereign importancein decidinghow thinkingin consciousnessandsub-consciousness when you communicatewith others.As peopledevelop in acertainculturalenvironment,their beliefsystem willcater towhere themare placedin.Early onin yourdevelopment,you takeour social systems forgranted family,church,school,country henceyoulaud whatothers havetaught you to theskies withoutany hesitationand grasphow tosurvive infurioussociety.It seemsthat thegreat massof cultureshave aconsensus of how totitivate,how tocommunicatewith elders,how to have ameal,how to achieve peaceand quiet,how to make aliving,what is a reasonablesocial structure,and you will grow up unswervinglybelieving thesethings.When youdo startto callin question these corebeliefs ofyour culture,you areoften metwith abacklashthat causesyoutoimmediately setaside yourdoubts.You eitheraccept what you aretold,or you are abandonedby society.In otherwords,whenyougrowup in a culture,that culturedetermineswhatyoubelieve isvaluable and what istrue.The representativecharacter fromThe TibetCode impresseseveryone deeply,the noveltellsthe storyof theprotagonist ZhuomuQiangba alwaysbelievethat thereisa PurpleKirin inTibet,itis underthe supportof thisbelief,to getacquainted with a groupof friendsof lifeand death,andwith theirhelpto find the mysterious treasureof Tibetlost—Parthenon.As an English tutoraskedstudents,“Do youknow Spider-Man”of thetwenty studentsin the class,only fourhad seenamovie aboutSpider-Man.After teachersintroduced spider-man to them,one of the studentsaskedteachers whowas betterthan theMonkey King.It remindsteacher ofA Grandsonfrom America.For junior middle school students,their faithin thedifferent culturalenvironment willalso bedifferent,and acceptacultureto reacha height,will makethem producesome questions,such asChinesechildren adoptedby foreignfriends,in theirjunior middle school stagewhere theyalwaysthinking,why wouldbe here,why they are differentfrom others.The problems,the reportsaid,would drivethem to take differentactions:from learnlanguage and culture classesto visitChinawhen theyare largeenough.This oneof thepoints whydevelop students9cross-culturalcompetence.As ateacher,stating thediverse culturesof theworld,just guide students tofind theirParthenon.

3.2Culture Affectson AttitudesTheattitude alwaysimpacts onthe otherperception dimensionofhowto makethings doneand communicate,be asspecific as possible.These attitudescan beabout subject,maybe thefeelingsof it,or allianceof anybehavioral tendency.Take aninteresting thingfor example,if youdeem that boxingand judomay giverise tophysical damage,in thatway atleast youhave aninternalresistance sothat youdonotcome nearthem.Like beliefs,attitudes arelearned andpracticedin aparticular context of culture.Ambient contextshapes yourattitudes,reactive mode,behavioral patterninto shape.Take bullfightingfor instance,some people deemthatit isa hugemistaketo ill-treat animals,and thecompetition ofbullfighting isa manifestationof slaughteringbulls.For somepeople,however,bullfighting isa naturalwayofexpression insteadof abusinganimals.From thediscussion of the attitudesthat directlycome tothe followingpoints.First of all,attitudes mustlearn byindividuals.For example,when peoplein juniorhighschool,theclassautomatically formedseveral small groups.Secondly,culture as a sourcethatpeople canget.For example,for juniorhigh school students,classroom is the mainway for them tolearndiverse cultures.English bookfor grade8,when learningthe materialAnimal Helpers,teacher toldthe studentsaboutthemeaningofLucky dog,after classstudents watchthe filmADogs Tale.Among them,what impressedteacher mostwas thestudy of the textin Singapore-APlace YouWill NeverForget.After watchingthe video,students activelyshare theirfavorite foodand the citythey wantto travel to.Of course,inEnglish teaching materials should alsolearn ourownculture,such asAn oldMan Triedto Movethe Mountains.When learningagain studentswillhave amore maturefeeling.Whats more,the attitudewill applyto practicefinally:In juniorhighschool classes,people findthat studentswho havetheir ownsmall groupscompete onlybetweengroups andnot withingroups.

3.3Culture Affectson ValuesMichaelH.Prosser,a celebratedprofessor Emeritus of theUniversity ofVirginia1972-2001,demonstrated thevalue hasto consistof amode ofcultural communicationfor groups orindividuals.Its thedeepest culturesothat peopledeemeveryone hastheir ownvalues.But valuegenerallyis prescriptiveand warns usofwhats goodorbad,correct orincorrect,true orfalse,positive ornegative and the like.Cultural valueshelp us to confinnwhats worthdying forandwhafs worthprotecting,whats worthlearning in our life,and above all,the sharedvalues like abeacon,lighting theroad toyour viewsand actions.As everyjunior middle schoolstudent,nomatters theverbal communication.Non-verbal communicationor socialcommunication has allbeen dominatedby values.Take oneverbal communicationfor exampleChinese make account oftheharmony of interpersonal relationship,so peoplefrequently avoidothers withstraight conflict.However,unlike withmost peoplein the west,although theygive morethought tocare fortheirinterpersonal relationship,primary isgetting thingsdone.On thesurface,theyaretwodiscrepancies ofmeans ofexpressions.In fact,it conflictsof twovalue systems.For example,nonverbal communicationsimply communicatewith otherswithout wordsjust takebody languageinto consideration youwill findthe pervasivenessof communication.For thispart,students shouldknowthe sameposture,gesture,facial expressions,eye contactin differentcountries representsdifferentattitudes.For instance,American smilesfrequently atstrangers butin China,people mostlikelysmile inorder tocover emotionalinstability.For example,for juniorhigh schoolstudents thiskind ofphenomenon-Baotuan heatingand inmind that equalityin thissmallgroupis moreimportant thanindividual freedom.In Chinesetraditionalculture,peopleare more inclinedto collectivism.IV.Specific Methodsand PrinciplesThesame English teaching,but cross-cultural English teaching andtraditional Englishteaching isasignificant difference.The principalguidelines forthe formeris regardedEnglish as acommon internationallanguage andto cultivate cross-cultural communicative competence astheultimate objectiveofteaching.Just becauseof this,the teaching content farexceeded thetargetlanguage andrelevant purposeculture identifiedby communicativeforeign languageteaching.Although thetarget language and cultureare stilloneof the corecontents of intercultural Englishteaching,but,Englishteaching only includesthetarget languageand culture would not satisfythedemands ofEnglish as a commoninternationallanguageand cultivate cross-culturalcommunicative competence.For example,in thetraditionalteaching of teachersare the chiefoperator ofteaching and the subjects ofEnglishteaching,“teacher ispreaching belief,teachingknowledge andsolving problem“said byTang Dynastypoet HanYu asan exactdescription of theleading role ofteachers.However,in theteaching of cultivating theintercultural communicativecompetenceof juniormiddleschoolstudents,the leadingroleofteachers has been construeddifferently,and the dominant positionof learnershasbeenunderlined.If someonedevotethemselves to boost studentscross-cultural communicativecapacity withina systemic-overall way,it isessential toimprove teachers9cultural literacy,and at the same time,some teachingprinciplesthat canboost thecapacity of students,aboveallbalance the classroom knowledgeandextracurricular practicethat studentslearn whencultivatingstudents9cross-cultural communicativecompetence.

4.1Improving Teachers5Cultural LiteracyAs anEnglish teacher,learning cultural diversity is the mostbasic requirementand wayonteachers9Humanistic quality.Its inevitable that multiculturalismis ever-bubbling bambooinspring in the contextof globalization.Teachers shouldact onthoughts andbehavior inorder to keeppace withthe demands of the new era.In thefirst place,andwhat is morevital is that theyshouldrealize the cultural background of studentsas muchaspossible.This includesbe upon theeducationalstructure ofcultural traditions,learning styleswith their own preferredlanguage rules,non-verbal behaviorsand theclassification ofgender roles.For all of this knowledge peopleshouldstrive forincreasing yourpatience and their qualitytime.But theseserve allunderstanding andlearningpossible inclass.Meanwhile,Henry DavidThoreau1817-1862was,of course,a greatliteraryfigure inAmerican lettersonce wrotethat discoveryyourself.It isexcellent adviceforteachers toshow their own ina multicultural classroom,in otherwords,teachers shouldcome torealizewhat theybring toclass.Hence,it isstraight-out self-evaluation thatpromotes all ofstudents development.As aproverb says,self-introspection should be doneday inand dayout.Soas anEnglish teacher,they canexamine yourselfwhats myadvantage Whatsmy weaknessAndhow toexert full,pays tothe superiorityand remedythe deficiencysteadfastlyProvided thatsomeoneintend to beaware of their ownbeliefsystemand perceptions,attitudes,and values ofculturalsystem,three thingsshould beremarkable foryou.Being awareof learnersculture:at theoutset someonefully comprehendingtheir owntraditionalculture that they firstmove towardknowing themselves.Bearing inmind,not justforsome ofindividuals,but forallofpeople broadenhorizons throughthe lensof theirculturalbackground.Examining personal attitudes:the process of examiningpersonalattitudesis carriedoutunder certainsituation,which canstimulate yourdemandsofspiritual growthand makecertainyou findthe waysin whichfriendly exchanges.Paying closeattention tocommunication style:various communicationstyles can be foundto generateby culturaldifference,of course,alsorecognize thekind ofimage youcreate forthe restof theworld.In the process,youwillfeeluncertain peoplerespond toyou astheir approaches.While cultivatingstudentscross-cultural communicative competence,its necessarytocultivate theirmulti-perspective ofview,three-dimensional thinkingability andoverall quality,thebasic characteristicis that theculturalteaching function offoreign languageteaching should beexcavatesufficiently,and organiccombination offoreign languageteaching and cultureteaching,finally integrateinto one.Obviously,this amplifiestheteaching objectives and the contentsto bringforwardthenewcontent and the challenge tothe teachers.Generally speaking,in additionto havingcompetentforeignlanguagefunction,but languageteachers shouldalso graspthree aspects ofknowledge andability:foreignlanguagelearning theory;foreignlanguageteachingmethod;classroomteachingpractice.Clearly,these requirementsarea long wayfrom enoughto developstudents intercultural communication competence.What literacyshould teachersbeing requiredtohave inplace Here are three aspects ofknowledge,competence and attitudetoaddress thisquestion.As faras knowledgeis concerned,first,teachers shouldgrasp universalcultural knowledge,thatisto say,thebasicconcept,composition,characteristicsof culture and its functionin societyand individuals;to mastercertain specificcultural knowledge,thatisto say,to knowthecharacteristics,similarities anddifferences oftarget culture,native culture and otherculturaldiversities;to master themeaningand conceptof intercultural communication ability,andunderstand thefactors leadingtothedifficulties andfailures of intercultural communication.As faras abilityis concerned,English teachers should do:in theclassroom andothercross-cultural communicationoccasions,use thetargetlanguagefor appropriateand effectivecommunication;rational useofteachingmaterials withreal inorder to guide students to payattentionto culturalcontent,stimulate theircriticalthinkingon culturalissues;adopting variousmethods and means ofculturalteaching,teach cultural knowledgeandcultivatecross-culturalcommunicative competencewith comprehensiveandin-depth way;boosting thecapacity ofinterculturalis ourfinal goal,guidestudents to exploremethods oflearning,masterthe ability ofindependent learning andpromote students9independent learningshould betaken intoconsideration.跨文化交际能力在初中英语教学中的培养摘..要交际是人类的本性，也是人本质得以形成和发展的手段与途径人际交往经历了从低级到高级，从简单到复杂，从局部到全球的发展过程在多样性文化的交流、渗透和融合中，人类对于客观世界和主观世界的认识和实践才不断地得以发展，从而推动人类文明文章分析了在初中英语教学中培养跨文化交际能力的途径，原则以及具体方法，为学生们有效地提高跨文化交际能力创造一个长期的计划关键词培养；跨文化交际能力；英语教学As faras attitudeis concerned,encouraging toface challenges and keepon tryingnewteaching methods.Teachers shouldshare theirlearning andcross-cultural communicationexperiencewith students.Respecting students,donotjudge differentcultural behaviorsand ideas,and alwaysmaintain atolerant,understanding andempathy attitude.But it isnotenough ofenumerationsI havedone,they reflect thebasicrequirements of the cross-cultural Englishteachingto theEnglish teachers,if theteacher trainingcan reachthese levels,then not only cultivatecross-cultural awarenessbut alsoimprove cross-cultural communicativecompetence.But aboveall,it ultimatelywill enhancethe comprehensive quality of students.But wediscover nothard thatEnglishteachersareno longerthe onlyanchor for students to learn knowledge.They are not asymbolof authorityand perfectsaint.Now,theteacheronly justthe studentsguider,organizer andcoordinatorof thestudy,a voyagerwho makesprogress togetherwith hisclassmates onthe journeyoflearning.

4.2Shaping Multi-Perspective CulturalClassroomShaping theculturalclassroom,teachers needto strikea combinelanguageandcultureteaching.Firstly,several commonlyused methodshave beenlisted,and thecultureteachingandlanguage teachingorganically combinedwillbediscussed inpractical teaching.The commonmethodsofculturalteaching aresummed upin the following ways.Cultural lectures:as effectivemeasuresofpreaching knowledge.It isalso indispensableforcultural teaching.The cultivation of intercultural communicativecompetence in soreneed oflearners tograsp and masterrelevant culturalknowledge,for example,the essentialcharacteristicsand functionsof culture,the contentsand categoriesofculture,the values of variouscultures andcustoms andso on,which can be passedon knowledgeto learnersbymeans of thelectures,anddifferent culturalthemes consistof a whole series of lectureson culturalknowledge,It isbeneficialfor learnerstolearntheknowledgeof systematicculture.Key events:by analyzethe failurepractice ofrepresentative andquintessence inactualcross-cultural communicationto illustratethe reasonfor misunderstanding in cross-culturalcommunication,then tohelp studentsgrasp thecolor expectationsand performanceof twodifferentcultures withinacertainaspect.Simulation game:a self-experiencing activity,designed tochallenge theimagination,broadenthe horizons,boost thecapacityof cross-cultural communicationcompetence.The students canexperience thescene throughsimulation gamesthatthey have notyet beenexperienced,fromwhich toget experienceand understanding.Taking culturalshock asan example,it isone kindofcommon phenomenonincross-cultural communication,although itbrings painand difficulttocross-cultural communicators,but itserves thecompletion ofcultural adjustmentand thecultivationof cross-cultural communicativecompetence.If individuals who haveexperiencedculture shockoften havestrong culturalsensitivity andaremorewillingtoreceive cross-culturaltraining,such asBaFa BaFaisasimulation gamethat enablesustoenhance ourinterculturalcommunicative competence.In additiontotheabove methodsofculturalteaching that also convertteachersandstudents.Idea ofteachingonthat basisof thetraditional Englishlanguageteaching methodsandmeans ofreform,the developmentof certainculturalteachingand Englishlanguageteachingof theorganiccombination ofmethods.Specifics canrefer tothe followingpoints.The closeintegration of vocabulary teachingsand culturalteaching:the vocabularyof anylanguagebears theweight of abundant culturalinformation,and thecultural connotationscontainedin eachword wouldnot bedescribed byany dictionary.Such asthe word“breakfast“in Chinese,English andFrench,notonlythe expressionof differentforms andpronunciation,also itsculturalmeaning isnot reachingthesamelevel.In addition,the wordsin variouslanguages alsoreflect themultiplevaluesofthe speaker,for example,the word“retire“inEnglishisanegative meaningofthe word,because itrepresentatives thedebility in the statusand incomein theUnited Statesandthe expressionoftheweakening ofability andvitality.However,in ourcountry wefeel thatretirementis somethingto beabletohappy andcelebrated,because itshows that individuals canenjoylife withany tediouswork.For example,when studentsstudy thetext Whatsthe Matter.Take todaytolearnthe mainwordlist,take“toothache“asanexample,before learningcan introducestudents tothatpeopleinUnited Stateslove toeat sugaroften toothachethereby moreflexible applicationof toothache.Because thesugar inthe13,14century inthewestisaluxury,the richcan enjoyin politesociety,add thesugar,the more the morefood sweetshow,the manthe richerafter theproduction ofsugargradually increased,ordinary people can enjoy,but withsugar habitto usemore andmore,there isno stop.In order to memorizeand understand theculturalconnotation ofvocabulary moreintuitivelyand profoundly,teachers canalso usesome auxiliarytools,such asplaying relevantvideos,tomakestudents understand the contextoftheculturalbackgroundofvocabulary,so astobetter understand and understand theculturalconnotation ofvocabulary.The closeintegration ofreading teachingand culturalteaching:reading teachingis identifiedasoneofthe easiestbeing related toculturalteaching activities,because aslong aswe selectthoseincluding culturalcontentofreading materialscan achieveobjective thatthe integration oflanguage teachingandcultureteaching.For instance,before readingan articleon table etiquetteculture inEnglish-speaking countries,students cancome up withaseriesofrelevant informationrelatedto tablemanners asa warmingup,and thenoffer students to readthe articleto payattentionto whattheyhavein commonwiththetableetiquetteculture in ourowncountry,after readingthearticle,students shouldmakeacultural contrast.Because thesimilarities anddifferences betweenthe two culturesare preparedonthebasisoffamiliarity withthetwocultures,studentscansubtlylearn morecross-culturalknowledgeand preparethem forthe cultivationof studentscross-culturalcommunicative competence.The culturalbackground knowledgeinEnglishreading mainly involves geography,religion,history andsocial culture.For example,My grandfatheris asold asMethuselah.”The sentenceisMethuselah fromthe BibleGenesis.It issaidthatMethuselah livedto be969years old,so thewordMethuselah also became asynonym forlongevity.The studentsdidnt knowthis so they madewildguesses aboutthe wholesentence.One ofthe studentstranslated itthis way:my grandfatherandMethuselah.The closeintegration oflistening and learning teachingand culturalteaching:listening andlearningactivitiesareconduciveto studentstoreally feel theprocesscross-cultural communicationand boost their communicativecompetence.Whether listeningor learningteaching,it must becontent-oriented,so thechoice andarrangement ofcontent arevital.As faras culturalteaching isconcerned,we shouldfirst ensurethat materialsand themesmustbeauthentic,representative andtrulyreflectthecultural aspectsofthetarget cultureandtheethnic culture.Secondly,incross-cultural Englishteachingandculturalteachingare bothequally important,so the listeningand speakingmaterialsshouldnotonlytake into account thelanguage levelof learnersand theneedsof languagelearning,but alsotake goodcare ofthe systematicnatureofculturalcontent,theneed forlanguageteachingandtheneed ofculturalteachingasthebasis forthe selectionandarrangement ofteachingmaterialsand contentthat enablelearnerstosystematically learnculturalknowledge anddevelop culturalcompetence.In addition,the fulluseof multimedia teaching meansto createan immersionclassroom atmospherefor students.Herearemany examplesofculturaldifferences whenlistening tolistening materials.“Tom:IsRobert agood cookLily:heisEnglish.This ismaterial fbrhearing choicequestions.Thequestion typeistorequest thelistener tochoosethe most appropriateanswer tothe questionamongthe applicableoptions.Many juniorhigh schoolstudents donot understandwhy this istheanswer.This isthe typedoesnotunderstandtheculturalbackgroundand affectthelisteningcomprehensionof theexample.Tom wantsto knowRobert agood cookornotIn fact,this typeof questionmainlyreflects theBritish culturalbackground thatmost peoplearenotgood atcooking inthe UnitedKingdom.So thisoption isa logicalanswer tothe question.The closeintegrationofwriting teachingandcultureteaching:it isviable toconnect cultureteachingandwritingteachingatall stages.Beginners usuallywrite narrativesthat are closelyassociated withtheir dailylives.For instance,when assigningtitle oforal task,“My EnglishClassroom,teachers canfirst showstudentsaclassroom learningvideo ofany English-speakingcountry,and thenallow studentsto communicatein spokenlanguage firstand tellthem ina timelymannerwhatisdifferent intheclassroomunder twocolor cultural backgrounds.After the studentsfinish thecomposition,teachers shouldcomment ontheuseof languageinstudents9compositions,ontheother hand,the contentofthe article forfollow-up discussion,so asto mastermorecross-culturalknowledgeand improveability.For example,“I amso sorryto hearthat yourfather kickedthe bucket75In thesentence“kickthe bucket”means“death”,but itbelongs totheEnglishidiom,slang equivalenttotheChinese“Whoo-hoo withsome sadisticmeaning.It isclearly inappropriateinthecontextofexpressingsadness andshould bechanged topass away.Shaping multi-perspective culturalclassroom requiresthe jointefforts ofteachers andstudents.

4.3The Practicein ExtracurricularActivitiesThrough theproperty ofculture,it iswell knownthat culture can beenshared,hence,cross-cultural communicativecompetence inextracurricular practicecan bepeaked toawholenewlevel bymeansofinteraction withtheartofEnglish-speaking countries.Art issymboliccommunicative instrumentsfrom allwalks of life,a momentousfunctionofart isto communicate,demonstrate andstrengthen culturalcomprehending andnotions.Art alsoin societyhas anintegratedfunction.For instance,peoplecanrefer tothe Statue of Libertyinagood dealof film,and thereis asceneoftheStatue ofLiberty atthe endofthefilm Titanic.So teacherscan cultivate and booststudentscross-cultural communicationcompetence byknowing theStatueofLiberty.Obviouslyits perfect.It isdiversity ofart formsthat asan applicableapproach for studentsto cultivate andimprove cross-cultural communicationcompetence.Secondly,culture islearned,and individualsability to gain an understandingof thingsis absolutelylearned.So teacherscan consciouslycultivateand boostour cross-cultural communicativecompetence byparticipating inall kinds ofEnglish communicativeactivities andcontest,or bymeansofmass media,such aslistening toandwatching Englishradio ortelevision programs,reading Englishnewspapers andmagazines,andparticipating inonline Englishchatting withfriends whocome fromother English-speakingcountries.Moreover weunderstand thattravels farknows much”,and withthe permissionof theconditions,learners cantravelto Englishlanguagecountriesinorder to cultivateandenhance ourcross-cultural communicativecompetence,which ismostly contactedwith livinglanguagematerials andveritable communicationoccasions,which ismake for studentstofurther studylanguagecommunication andimprovecross-cultural communicationability.To acertain degreecanalso remedythe deficiencyof classroomteaching.In aword,teachers shouldcultivate andimproveintercultural communicativecompetence andcultivate learners5ability tolearnautonomously isequal consequenceto bothsides.In anylearning journey,students arethe Mastersofthe one.Others wouldnot beasasubstitution forthem.The senseof autonomouslearningpermits learnerto constantlywarn themof theircompetence to boost cross-culturalcommunication.

4.4The SpecificPrinciplesThe cultivationofcross-cultural communicativecompetence isa journeywith tortuousandprogressive,and teachingprinciples can be timelyused toimprove students9interest inlearningcross-cultural communicativeknowledge,and thereare someprinciples thatcanbereferred toasfollows.Firstly,put studentsatthecenter point.Develop majorteaching patternof independentstudy.Students arethechiefmember intheprocess of studying,andtheteachingofteachers,thecompilation ofteachingmaterialsandthedesign andselection ofteachingmeansmustbein thecenteroftheactual demandsofstudents.In cross-cultural Englishteaching,thestudentslanguagelearning andwhole teachingprocess bothshould beattached importanceto theirfeelingexperiences andknowing offirst language,andattitudetowards targetcultureandother cultures,the developmentof personalcomprehensivequality,including theshape ofthree-dimensionalmode ofthinking andthe cultivationofcross-cultural communicativecompetence,even theattitudetowards lifeasawhole andmany othertopics thatarecloselyrelatedtostudents past,present andfutureare factorstoconsiderofteachingdesign and teaching activities.On thepart ofteachers,it istheirprimary missiontoguidestudentstostudy autonomously,although theimparting ofknowledgeandtheinterpreting ofregulars arestill essential,but thecenterofeducation shouldsheerofthecultivationofindependentlearningcapability.Then,the regularityof levelof theircognitive developmentandthe learning of language andcultureshould betaken witha fullconsideration.Gradually,the nonrepresentationalideologicaldomain willdevelop fromthe closelyrelated practicalsubjectsofstudents9daily life.Students ofdifferentage levelshave significantdifferences incognition level,emotional developmentandexperience,which inevitablyleadtovarious teachingcontentandteachingmethods.For youngerstudents,it is more appropriatetohavecomparable,specific andintuitive teachingmaterials thatarerelevant totheir livesandlearning.With thedevelopmentofstudents cognitivelevel andtheincrease ofpsychological tolerance,the depthand breadthoflanguageandcultureteaching contenthavegradually widenedto someindirect,complex ideologicalfields thatrequire abstractthinking.As faras culturalteachingisconcerned,this principleof relevanceand suitabilityis evenmore asacrucial adjective.Finally,balance thechallenge fromtheteachingcontentandtheteachingprocess.Meanwhile,put thechallengetostudents withincertain appropriatesupport andhelp.Any teaching activityinvolves twoaspectsofteachingcontentandteachingprocess.In ordertoachievethetopofteaching results,the contentarrangement andprocess teachingactivities mustbe designedto takeintoaccount thechallengesandlevels ofsupport forstudents.The perfectteachingshould be thechallengeand supporttoreacha balancepoint.Provided thatthe contentis complicatedand withinhigherdegree ofdifficulty,then theteachingactivityortheprocess shouldreduce thedifficulty inorderto borrowthe shouldertostudents.Provided that we intendtocultivatestudentsintercultural communicativecompetenceit isnotenough tomerely drawnontheseprinciples,teachersshouldconstantly learnnew knowledgetokeep pacewiththe era.V.ConclusionIn moderntimes,the constantrenewal inmodem communicationtechnology andservices,swift andconvenient meansof transportation,as wellas innovationand progressofmultimediaandInternet havecondensed thegiant globeintoasmall globalvillage.At thispoint,and everyone,with moreor lessinvolved ina globalnetwork ofconnecting todifferent nationalities,races andvariousbackgroundoflanguage culture,they dropin,get-together,to socializeand communicatewitheach otheranytime and anywhere here.However,individualswholives in various culturalbackgroundintheworld takein colorfulsocialsystems,changeable andcomplex geographicenvironmentand differentreligious faith,hasthedistinctive nationaltraditional cultures andideologies andvalues,their modesoflife,thinking,natural-cognitive system,normative system,symbol systemsof linguistic and non-linguisticandso onallofthese inendless variety.Therefore,cross-cultural communication in potentialsafety risksderives fromculturaldifference.Infiltrating cross-culturalknowledgeofjuniormiddleschoolEnglishteachingandarouse studentspositive communication with othersfrom variousculturalbackgroundsnot a taskfor teachersas wellas foreveryone thatataskbe putforward bycontemporary society.So createvigorous interactioninadiversified globalvillage,of course,is anintellectual risk,whenindividual gainsknowledge,and learnedsomething thatmake everyeffort tosucceed someonetheindispensable knowledgeand skill,they willfeelthechallenging adventure,andit isthechallengethat buildsup peopleto be an optimisticand confidentcross-cultural communicatorintheworld ofculturaldiversity.It isthis challengethat throwsindividual incontact withinternational business,education,tourism andcultural integration.Everyone hastotakechance withentering anewculture andbeing anexcellent interculturalcommunicator,simultaneously,thisisthe21st centurytalentcultivation needs.Through discussthe ways,principles andspecific methodsof cultivatingcross-cultural communicationcompetence forjuniormiddleschoolstudents.It ispositively createdalong-term planforstudentstoboosttheir cross-cultural communicativecompetence.References熊学君，刘学华.跨文化交际学上海上海交通大学出版社

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4.2Shaping Multi-Perspective CulturalClassroom

1991.For thatreason,asan outstandingEnglishteacherinourcountry infiltrateculturaldiversityinto classand positivelycultivatestudents9cross-cultural communicativecompetence thatcanbebroadening students9horizon andadapting totheerawith itsrapid development.To getfully awareof economic,business andtechnology,English asan importantbridge makesit availabletokeepupwiththetimes andto touchthe high-tech products.But wecome torecognize thatcommunication isa toolforsolving problemsofinterpersonalcommunication butit isnotagod almighty,of courseitselfwill donostopfamine andeliminate racialdiscrimination,cures physicaldiseases andso onin theworld.L Backgroundof Cross-Cultural CommunicationInterculturalcommunicativecompetence isacomplicated notion,which containsmanyelements andinvolves manyaspects.Therefore,itisrather challengingto neatena cleardefinitionof comprehensive,scientific,unified andpractical.Nevertheless,scholars from different subjectivedomainsdiscuss thismomentous conceptfromdifferentaspects inthe light of theirspecificresearch needs.Here webriefly presentthemosticonic descriptionof intercultural communicationcompetence byBennett,BennettAllen.They takeforthatintercultural communicationcompetenceinvolves threelayers ofmeaning:the competence to surpassethnocentrism,thecompetence to appreciate other culturesandthe competenceto presentthemselves properlyin oneormore culturalcontexts.It lookslikeasimple definitioncontains theprecious contentin practice.This isprimarily thetask providedthatweintendtocultivate the ability to transcendethnocentrism,we mustacknowledge theobjective realityof ethnocentrism,and thenby degreescultivatesthe abilitytotranscend ethnocentrism byconstantly reflectingonourmouth andbody inpractice.In thesecond task,we notedthe abilitytoappreciateother culturesshouldbeestablishedon the abilitytotranscendethnocentrism,tocomprehendand appreciateothercultureswith anencompassing,open andfriendly attitudeand throughthe wayof empathy.The abilityto behaveappropriatelyin moresocial culturalenvironments infact asksfor usto becapable ofgovern ourculturalreference framework,flexible duringtimes ofchange,andcommunicatewith othersproperlyand effectivelyinthe lightofspecific andcomplex andingenious communicativeobjectsin variouscross-cultural communicationsituations inthe end.Bennett,BennettAllenscomprehensive andgo intodepth descriptionofintercultural communicationcompetencein favorofustounderstandingofthis concept.Bennett,BennettAllens comprehensiveandin-depthdescription ofintercultural communicationcompetenceisin favorof ourunderstandingofthisconcept.But comparativelyspeaking,Fantinis explanationismorespecific,which willbeanessentialreference valuefor ustocultivateintercultural communicationcompetenceinEnglishteaching.Firstly,individuals withintercultural communicativecompetence oftenshow characteristicssuchas flexibility,humor,patience,openness,curiosity,empathy andsoon.Secondly,cross-culturalcommunicative competencemainlyinvolvesthefollowingthreeaspects:theabilityto createandmaintain relationships;theabilitytocommunicatewith minimalloss ordistortion;theabilitytocollaborate inordertoaccomplish somethingof mutualinterest orneed.The cross-culturalcommunicative competenceis predominantlyembodied infour aspectsofknowledge,attitude,skills andconsciousness.Before wegraspandcultivatecross-culturalcommunicativecompetence,itisnecessary inordertogainafull understandingofthebackgroundandhistorical evolutionofcross-cultural communicationresearch.I.1The Connotationof Cross-Cultural CommunicationCross-cultural communication,also calledintercultural communicationwhich meansinteractionwithotherswhore growingin multiple cultures.Then beforeyouarewell consciousness,culture isntfar awayfromthescope ofthis discussion.It ismultidisciplinary intheory andpractice,involves subjectsin anthropology,linguistics,psychology,sociology,folklore andcommunicationand soon,which especiallyhasamagnificent influenceon anthropology,psychology andcommunication.Hence thereare variousdefinitions invarious fieldsand whateverthe arena,asacommonbut useso frequentlyterms.For instance,Clyde Kluckhohn1905-196，of coursean Americananthropologistcontributed hislife toAmerican anthropologydeems thatcultureisthe totallifestyle ofa group,thesocial legacythatindividualsoriginate fromthegroup.From ameticulous psychologicalperspective,therefore,culturecanbe definedsimply asthe wayof attackingthe problem.Theconcept ofculture wasbrought forwardreasonably byscholar,asthestrength andintelligence ofgenerationaccumulated.Someone devote themselves tostudy intercultural communication forresearchtasks onculture,communication,themysteriousrelationship betweenmultitudinousculture andcommunication,areas thatare likelyto leadto problemsin communicationand howtoinfiltrate theculturalawarenessandboostthe cross-culturalcommunicativecompetence andsoon.Culture isthemainline inthelightofabattery ofstudying,therefore,asitwas acultureisthe coreofstudying cross-cultural communication.However,the complexityofcultureitself,it mustan arduoustask tostudy interculturalcommunication.It tolerateshistory buta specialglass mirrorsthe reality.Includes materialobjectsbut containssystem factorsandtheidea factorsandthesteady ofobjective existencebutdemonstrate themotility.One ofthemostcommon issuesindividual fromvarious culturalbackgroundsmakes incommunication is,to mistakeeach otherfor themselves.Once thebehaviorof theother partyis deemedto betaken beyondtheir expectationsand theywill becomepuzzledand disappointed,consider thefailure ofcross-cultural communication.Heuchera onceembarkedon aresearch project.Many peoplein othercountries feel“outofsorts J“languid andtotally outofthe moment.Of course,its cultureshock,when donot leaveoutofone nearsurroundings toanotherand loseyour allwell-informed nearand dearsigns andall typesof socialcircle.These misunderstandingsare commanderobstacles tocross-cultural communication.But wediscussallthecultural factorsdonothave anymorethequestion incross-cultural communication,and someaspects,and thoseremaining tothe scholarsof history,philosophy andsociology tostudy.Therefore,for digestionincross-cultural communicationvaries fromindividuals toindividuals.Some peoplekeep inmindthateveryone isculturally uniqueandanycommunication betweentwoindividuals canbe regardedas intercultural communication.This viewpointwarnsusof shunningvaluelesscomparison.However,onthe research ofintercultural communication,people shouldfirstdevotethemselvestothecountry studyandthestudy ofthedominantculture ina country.II2The HistoryofCross-Cultural CommunicationResearchon cross-cultural communicationwas to be consideredattheearliest inAmericawhere livedwith numerousimmigrants.Everyone hadtheirowntraditional culturesand customs,intheprocessofinteracting reciprocalcommunicationwithcultural conflictsare inevitable,therefore,these problemswere naturallyplaced toarticulate ideasfor scholars.In the1960s,particularly therewere manyblack peoplestruggled fortheirownpower andstatus,and thenationalconsciousness wasgrowing stronger.Every minoritynationality inAmerica alsostressedon theirindividual culturesshouldbeprotected,so amulticultural situationhas takenshape intheAmerican societystep bystep,inch byinch.How todispose folkcustomsandvaluesofmulticulturalism inschools andgovernmentdepartments,enterprises andmass organizationshave putonthetablethatcanbeforgottenabsolutely.Secondly,the USin largemeasure maintainsclose interactionwithothercountries.Statistically,scientists,doctors,government officialsandindividualsfrom all kindsofoccupationsgo tovarious destinationsoftheworld tobuild-up variouscontacts withthe localresidents.Meanwhile,the USrecruits thousandsof immigrants,overseas studentsand touristsfrom allcornersoftheworld everyyear.In1959,Edward TwitchellHall Jr.,an influentculturalanthropologist publishedThe SilentLanguage,which indicatedresearch onculture needsfurtherassumption systematicallybasedondiscrepancy thatcommunicatewithmultiplecultures,therefrom,the masterworkalsobedeemed asmilestone forresearch oncross-culturalcommunication.Hence,a lotof scholarsassociate withthis masterpieceastheoriginator ofcross-culturalcommunication.The academicposition neededto befurther developmentbecause anumber of internationalconferences forresearch oncross-culturalcommunicationinthe1970s.Since then,it hasextended differentrace,nation,region andindustry evencommunicate withpersonage,because thereisnotwo leavesarethesimilar edification.However,in retrospectresearch onintercultural communicationcan datefrom Chinasancestorscommunicated withothers ofdiverse culturesover theworld alongthe landroute andtheSilk Road.To pickup twofamiliar examples,Xuan Zangvisited inIndia inordertolearn differentcultures.The remarkablebonze JianZhen ofthe TangDynasty visitedto Japanto introduceChinesetraditional cultures.People startupincross-culturalcommunication.That isapproximatelyfrom theearly1980swithshort-lived historyinourcountry.It wasalso thenthatanumber ofEnglishteachers firstintroduced interculturalcommunication studyinto China.Chinese havecommunicatedwith peopleinvariouscountries becauseoftheopen-door policyin

1978.Andaccording tofew accounts,people oftwo hundrednations andregions havecome aroundourcountry Chinawithin theirown purposeand requests.For instance,asatourist visitedwonderfuland beautifulrivers andmountains ofChina;of course,and devotingtheir scientificresearch,studying andteachingisusual.This isthe primaryreason thatteaching objectswas defeatedbytraditional Englishmethodology andthe teachersdevoted themselvestofindan approachtoimprove capacityofstudentsEnglish study,sothetraditional grammar-based teachingwasreplaced witha communicativeapproach.The EFLEnglish asa ForeignLanguage hadcome torealizethattheteachingobjectiveof EFLwas tobuild-up communicativecompetencetouse theobject-oriented language;the receivingofaforeigner wastaken forthelearningofaculture.And itisdiverse culturesthat broadenstudents horizons.Up untilnow,quite anumberofhigher educationschools haveestablished thecourse ofcross-culturalcommunicationforstudents.And in1995,the paramountconference oninterculturalcommunication wassuccessfully organized in Harbin,Heilongjiang Province,China.At thesametime ChinaAssociation ofIntercultural Communicationwas establishedinthemagnificent city.Two yearslater,theotherseminar wasorganizedinBeijing asscheduled.Many peoplededicatedthemselves intofind everydetail ofcross-interculturalcommunicationstudy suchas specialistsandexperts offoreignlanguage,Chinese forforeigners,linguistics andpsychology.They haveall madetheirown significantcontributions tothe establishmentofinterculturalcommunicationinChinafrom diffidentperspectives.III TheSituation ofCross-Cultural CommunicationBeforepeople systematicallydissect thefact oflearningEnglishin thisfactual contextofChina anddissecting theflaws ofEnglishteachinginChinaoverthepast fewdecades andnewrequirements intheNewEnglishCurriculumStandard.Everyone shouldknow thatlanguage issomethingofculture,an inalienablepart ofallkindsofculture,integrated developingsystem forculture,and thisistheinnate linguisticcharacter ofculture.Specifically,language iscarriers ofculture,agglomerating theproperty ofthedevelopmentofanational culture,atthesametimeallcultural activitieswouldnotbe brokendown fromthe impactoflanguage.

2.1The FlawsofEnglishTeaching inChinaWhen discussthe meaningfultopic,everyone mustknowthatthe degreeof attachingimportancetoEnglishis supposedtobeidentified withthe frequencyof itsapplication andtheprogress anddevelopmentofsociety.That isto say,theresearchandpracticeofforeignlanguageteaching cannotbreak awayfrom itsexternal environment.This ispartly becausethe fundamentalobjectiveofforeignlanguageteachingistofulfill therequirements or。