Online International Peer Interaction:An Exploration of Impacts on Comprehensive Competencies,Global Perspectives,and Cross-Cultural Communication Skills

With the increasing trend of globalization and the rapid advancement of information technology,online learning platforms such as Zoom are becoming increasingly influential in the field of education.The focus of this study was the online international peer interaction based on the Zoom platform,detailing how such interaction programs are conducted and exploring in depth the specific impacts of this interaction mode on students’comprehensive competencies,global perspectives,and cross-cultural communication skills.This research not only provides new practical references for online learning and international education but also offers new research perspectives and directions for educators and researchers.

A Study on Cross-Cultural Communication and the Cultivation of Cross-Cultural Competence in German Language Teaching in Universities

In the concept of German,cross-cultural competence is regarded as an important skill,which can help learners to better understand the differences between two cultures and establish mutual cognition.This competence can effectively reduce unnecessary misunderstandings and improve communication efficiency.In college German classes,teachers should realize that cross-cultural communication skills are crucial to the development of students’communicative competence.Therefore,they should strive to improve their teaching methods and make the courses more interesting to help students to communicate better.

A Cognitive Study on Politeness Intention Processing and Its Association with Pragmatic Failure in Cross-Cultural Communication

Although a large number of studies have focused on various aspects of politeness,very little is known about how politeness intention is activated cognitively during verbal communication.The present study aims to explore the cognitive mechanism of politeness intention processing,and how it is related to pragmatic failure during cross-cultural communication.Using 30 Chinese EFL university students who were instructed to finish a probe word judgment task with 96 virtual scenarios,the results indicate that within both mono-and cross-cultural contexts,the response time in the experimental scenarios was significantly slower than that of the filler scenarios.This suggests that politeness intention was activated while understanding the surface meaning of the conversation;however,the EFL learners could not completely avoid the negative transfer of their native politeness conventions when they were comprehending the conversational intention of the target language.Furthermore,no significant differences in response time were found between the groups with high and low English pragmatic competence,illustrating that transferring the pragmatic rules and principles into cross-cultural communication skills was more cognitively demanding.Overall,this study adds to the literature on politeness research and provides some implications for foreign language pragmatic instructions.

Innovation Analysis of College English Teaching from the Perspective of Cross-Cultural Communication

With the increasingly integrated international communication and cooperation,cross-cultural communication can enable talents to understand the cultural concepts and backgrounds of different countries,and thus form positive values.Language is the key carrier of communication and its role is also evident.Colleges are gathering places for cultural collisions,and in the context of cross-cultural communication,colleges need to play their role in optimizing English teaching and improving teachers’teaching levels,in order to cultivate more high-quality talents.This article mainly analyzes the strategies for innovative English teaching in colleges from the perspective of cross-cultural communication,hoping to provide references and inspiration for the research of cultivating cross-cultural communication talents.

The Impact of Street Interviews on Chinese EFL Undergraduates’Intercultural Communicative Competence

The study adopts Byram’s Intercultural Communicative Competence(ICC)model as the theoretical framework,and structured interviews were conducted to explore the impact of street interviews on the participants’ICC.Analysis results revealed street interviews help students acquire knowledge in intercultural attitudes,intercultural knowledge,skills of discovery and interaction,and critical cultural awareness,aligning with the four components of Byram’s ICC model.Meanwhile,they have positive perceptions of street interviews.Therefore,street interviews have a positive effect on the development of participants’ICC.

How to Develop College Students’Competence of Cross-Cultural Communication

Nowadays many college students lack the competence of cross-cultural communication.They can not communicate with each other appropriately.In response to the problem,this paper analyses its cause and puts forward two countermeasures:fostering students'cultural-awareness and positive attitude towards cross-cultural communication;creating an authentic or semi-authentic language environment.A teacher should combine them together and put them into practice in order to improve students'competence of cross-cultural communication.

Reflection on the Competence of Cross-Cultural Communication in English Teaching

It is indisputable fact that language cannot be separated from its culture.That's why the competence of cross-culture communication weighs highly in language learning from the perspective of sociolinguistics.More care has been given to the infiltration of cross-culture communication in teaching language.Under the guidance of theoretical comparisons,some suggestions will be given on how to combine this competence with daily language teaching in hope of improving language learners' integrative language ability.

Pragmatic Failure in Sino-western Cross-cultural Communication and Implications for Improving Chinese EFL Learners' Communication Competence

Due to the social and cultural differences,people from different countries would always encounter pragmatic failure in cross-cultural communication,which may lead to the breakdown of communication.In light of Thomas'(1983) classification of pragmatic failure,this article firstly analyzes the types of pragmatic failure in Sinowestern cross-cultural communication and their underlying factors.Then,the article tries to explore the strategies for avoiding such pragmatic failures and improving Chinese EFL(English as a Foreign Language) learners' communication competence from the perspective of English instruction.In Sino-western cross-cultural communication,there are mainly two types of pragmatic failure:pragmalinguistic failure and socio-pragmatic failure.Cultural difference and negative transfer of the mother language are the major factors for pragmatic failure.In English teaching,teachers should arouse students' cross-cultural awareness,effectively combine cultural instruction with language teaching,carry out extra-curricular cross-cultural communication activities,and develop students' good habit of leaning English.

The framework and cultivating modes of intercultural communication competence for business English majors in vocational colleges： Based on the study of vocational colleges in Guangxi

The teaching objective of vocational business English is not only to improve students＇ English language competence, but also to develop their intercultural communication competence. Based on an analysis of the outcome of a survey on cultivation of English majors＇ intercultural competence among vocational colleges in Guangxi, the paper aims at exploring the framework and cultivating modes of intercultural communication competence for business English majors in vocational colleges.

Cultivating Cultural Self-Awareness to Teach Intercultural Communication

Intercultural communication is undisputably important in today’s world.Schools on every level in China attach great importance to educating young people with intercultural communication competence.Chinese anthropologist Fei Xiaotong developed the concept of cultural self-awareness to meet this urgent need.The paper explores the rich meanings of cultural self-awareness concept and how the idea is relevant to teaching intercultural communication.

Cross-cultural Communicative Competence Training in Maritime Spoken English Teaching

As a means of communication,English has been internationalized.Communication in English always happens among the seafarers from different cultures.If crews couldn’t deal with the cultural differences well,successful communication and shipboard safety,which are just what STCW (Standards on Training,Certificate and Watch -keeping) calls upon,are difficult to be arrived at. Therefore cross -cultural communicative competence training,or how to teach maritime spoken English is the problem or the challenge that we,English teachers,are facing.To show how the teaching can be made more efficient and practical so as to narrow the gap between the training of the seaman in China and the requirements of STCW,through the teaching process,including the syllabus design and the materials selecting,we must consider the notion of language function as the key point.

An investigational study of non-English majors＇ international communication competence and countermeasures

Based on the data collected from the questionnaires, this paper discusses various problems concerning intercultural communication competence the non-English majors at ＂high-leveled, applicationoriented＂ level faced in Shanghai Institute of Technology. Besides, it analyzes the necessity and feasibility in developing intercultural communication competence, and puts forward some constructive suggestions to enhance intercultural communication competence in adult English teaching.

An Investigation on Business English Majors' Intercultural Communication Competence

Business English students are more engaged in business communication activities after graduation.Good interculturalcommunication competence is an essential condition for successful communication. Therefore, Business English students shouldnot only possess strong professional knowledge but also they should have qualified intercultural communication competence. Theauthor has investigated the current situation of intercultural communication competence of business English students and analyzedreasons, then put forward some feasible suggestions based on the findings. It is hoped that this survey will be helpful to similar research in the future.

On the Enhancement of Intercultural Communication Competence in Interpreting Classes

To ensure effective intercultural communications, it is highly important to equip interpreter with intercultural communicative competence. Specific suggestions in interpreting teaching classes are provided in this paper in order to enhance interpreter's intercultural communicative competence and improve interpreting quality in interpreting classes.

Dimensions of Intercultural Communication Competence

Intercultural communication competence can help us adapt better to the host culture and deal with culture shock successfully. This paper mainly discusses the dimensions of intercultural communication competence.

The Cultivation of Intercultural Communication Competence in College English Teaching

During the long history of foreign language teaching and learning,educators focus just on the same question:how they could have the learners learn and use the target language effectively.In traditional college English teaching,much attention is paid to language knowledge,whereas the cultural background of the language is ignored.In recent years,many people begin to realize the importance of intercultural communication competence(ICC).The thesis first gives a general introduction to the thesis,states the definition of intercultural communication(IC)and ICC.Then the thesis analyzes the factors affecting ICC cultivation.At last,the thesis presents the significance of ICC cultivation and puts forward some suggestions.

Specialised Language Content and Professional Communicative Competence in the Teaching of DaF

The teaching of German as a Foreign Language(DaF)aims to prepare students who study German and take the DaF exam for their professional studies in German universities.Therefore,it is important to integrate the elements of specialised language knowledge and develop the students’professional communicative competence in the Test DaF curriculum.This paper identifies the specialized language knowledge and professional communicative competence that should be incorporated in German language teaching,based on the objectives of the DaF examination.

The Significance of Cross-culture Communication in Global Modern Society

This essay is talk about The significance of cross-culture communication in global modern society. It will expound the necessity of cross-cultural communication for the global modern society, which includes explain how the cross-culture communication works in the global modern society.

The Cultural Impact of Chinese Students' Self-Construals on Communication Competence

The purpose of the study sets out to address issues, such as whether the mainland Chinese students better develop interdependent self-construals than the Chinese sojourners, and to what extent a Western cultural context affects the Chinese sojourners’ perceptions of self-construals on interdependence and independence. This research compares a sample of 40 mainland Chinese students and a sample of 20 Chinese sojourners studying in Wales. The respondents were asked to complete a structured self-completion questionnaire. The findings seem to suggest that culture teaches one how to think, conditions one how to feel, and instructs one how to act, especially how to interact with others. It concludes that both the mainland Chinese students and the Chinese sojourners have well-developed interdependent self-construals and independent self-construals. It is also suggested that the traditional cultural values brought with the Chinese sojourners have been well-preserved in a Western cultural context.

Observed communication between oncologists and patients:A causal model of communication competence

AIM： To investigate and test a causal model derivedfrom previous meta-analytic data of health provider be-haviors and patient satisfaction.METHODS： A literature search was conducted forrelevant manuscripts that met the following criteria：Reported an analysis of provider-patient interaction inthe context of an oncology interview; the study hadto measure at least two of the variables of interest tothe model （provider activity, provider patient-centeredcommunication, provider facilitative communication,patient activity, patient involvement, and patient satis-faction or reduced anxiety）; and the information had tobe reported in a manner that permitted the calculationof a zero-order correlation between at least two of thevariables under consideration. Data were transformedinto correlation coefficients and compiled to producethe correlation matrix used for data analysis. The test of the causal model is a comparison of the expected correlation matrix generated using an Ordinary Least Squares method of estimation. The expected matrix iscompared to the actual matrix of zero order correlation coeffcients. A model is considered a possible ft if the level of deviation is less than expected due to random sampling error as measured by a chi-square statistic. The signifcance of the path coeffcients was tested us-ing a z test. Lastly, the Sobel test provides a test of the level of mediation provided by a variable and provides an estimate of the level of mediation for each connec-tion. Such a test is warranted in models with multiple paths.RESULTS： A test of the original model indicated a lack of ft with the summary data. The largest discrepancy in the model was between the patient satisfaction and the provider patient-centered utterances. The observed correlation was far larger than expected given a medi-ated relationship. The test of a modifed model was un-dertaken to determine possible ft. The corrected model provides a fit to within tolerance as evaluated by the test statistic, χ2 （8, average n = 342） = 10.22. Each of the path coefficients for the model reveals that each one can be considered signifcant, P 〈 0.05. The Sobel test examining the impact of the mediating variables demonstrated that patient involvement is a signifcantmediator in the model, Sobel statistic = 3.56, P 〈 0.05. Patient active was also demonstrated to be a signifcant mediator in the model, Sobel statistic = 4.21, P 〈 0.05. The statistics indicate that patient behavior mediates the relationship between provider behavior and patient satisfaction with the interaction.CONCLUSION： The results demonstrate empirical support for the importance of patient-centered care and satisfy the need for empirical casual support of provider-patient behaviors on health outcomes.