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.

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.

Motor competence and health-related fitness in children:A cross-cultural comparison between Portugal and the United States

Background: Motor competence and health-related fitness are important components for the development and maintenance of a healthy lifestyle in children. This study examined cross-cultural performances on motor competence and health-related fitness between Portuguese and U.S.children.Methods: Portuguese(n = 508; 10.14 § 2.13 years, mean § SD) and U.S.(n = 710; 9.48 § 1.62 years) children performed tests of cardiorespiratory fitness(Progressive Aerobic Cardiovascular Endurance Run), upper body strength(handgrip), locomotor skill performance(standing long jump), and object projection skill performance(throwing and kicking). Portuguese and U.S. children were divided into 2 age groups(6à9 and 10à13 years) for data analysis purposes. A twoàfactor oneàway analysis of covariance(ANOVA) was conducted with the Progressive Aerobic Cardiovascular Endurance Run, handgrip, standing long jump scores, kicking, and throwing speed(km/h) as dependent variables.Results: Results indicated that Portuguese children, irrespective of sex, presented better performances in locomotor and cardiorespiratory performance(standing long jump and Progressive Aerobic Cardiovascular Endurance Run) than U.S. children in both age bands. U.S. children outperformed Portuguese children during throwing and handgrip tests. Kicking tests presented gender differences: Portuguese boys and U.S. girls outperformed their internationally matched counterparts.Conclusion: Cultural differences in physical education curricula and sports participation may impact differences in motor competence and fitness development in these countries.

The Effectiveness of Cross-cultural Competence in Joint Ventures

The paper uses the theory of core competence based on knowledge capital to build up international joint venture’s effective capability system of cross-culture. It involves in forming common mind of business, strategies of glocalization, complementary skills of cross-culture and cross-cultural training. It also presents the case of Lansheng Daewoo Corp to give a positive analysis.

The Role of Metaphorical Competence in SLA

The article focuses on the role metaphorical competence plays in second language acquisition.It contributes to the comprehension and memorization of sentential linguistic competence,the comprehension at the cross-sentential level,the fluency of output,the beauty of language in the output and the understanding of the culture of the speech community.Consequently,it is concluded that the metaphorical competence can facilitate language learning and improve language competence.

A Cross-Cultural Study on the Reciprocal Relationships Between Individual Values and Communicative Competence

This research compares a sample of the mainland Chinese university students （N = 325） and a sample of the British university students （N = 51） from a cross-cultural perspective by examining the relationships between individual values and communicative competence. Specifically, it aims to gain an insight into cultural impact both on the Chinese university students＇ self-perceptions of communication competence in the Chinese cultural context and on the British university students＇ self-perceptions of communication competence in a Western cultural context. The findings suggest that the mainland Chinese university students＇ interdependent/independent self-construals best predict their self-perceptions of communication competence. Results indicate that both Western and Chinese social values influence the two samples＇ interdependent and independent self-construals, and the two samples＇ self-perceptions of communication competence and interdependent self-construals differ significantly

Communicative Ability and Cross-cultural Competence in China＇s English Teaching

Traditional grammar-translation ：method in China＇s English teaching has long been putting emphasis on the teaching of linguistic knowledge. It is no doubt that it has got many achievements. However, it has produced many bad byproducts as well. For instance, it may produce some students who are good in grammatical achievements but lacking in responding to the actual situation. Therefore linguistic knowledge is not the whole field that English teaching should touch upon. Inducing from two instances, this article presents the importance of communicative ability and cross-cultural competence in China＇s English teaching, together with proper solutions.

Cultivation of Cross-cultural Competence of High-quality Foreign Language Talents

In today’s world,the competition of comprehensive national strength is becoming increasingly fierce,and the status and role of culture is becoming increasingly prominent.In the context of multicultural and civilized exchanges and mutual learning,it is becoming more and more important to strengthen cultural self-confidence and have good cross-cultural skills.This paper points out that the training model of cross-cultural competence should be constructed from the theoretical and practical levels,and the concept of cross-cultural competence should be redefined,that is,cross-cultural knowledge at the cognitive level,language integration at the functional level,creativity and initiative at the behavioral level,and sense of responsibility and speculative consciousness in cross-cultural communication.Expand students’international vision and knowledge structure,develop critical thinking,and effectively cultivate their awareness and ability of cross-cultural communication in real situations.

A Study on the Theory and Application of English Teachers’Cross-Cultural Competence in Private Colleges and Universities in the Context of“Internet+”

In China’s higher education system,the faculty and teaching quality of private colleges and universities have been consistently enhanced,as they play an essential role in the training of professional talents.In the context of“Internet+”and through a detailed analysis of the cross-cultural competence of English teachers in private colleges and universities in China,this paper discusses the necessity and feasibility of cultivating college teachers’cross-cultural thinking to constantly optimize and perfect the strategies for cross-cultural competence,as well as improve the practical application level of English teachers’cross-cultural knowledge theory,so that English teachers can be exposed to the latest educational ideas,constantly broaden their cultural horizons,strengthen professional sensitivity and environmental adaptability,pay attention to local culture,optimize critical thinking,and improve cultural literacy,thus laying a solid foundation for an all-round experience of cross-cultural communication.

The Use of Metaphors in Scientific Texts in English： A Proposal for Improving Reading Competence

Understanding discipline-specific texts in English is a basic requirement for science students, who must develop their content knowledge and language skills. Particularly, interesting is the fact that the language of science is characterized by the use of figurative language, which appeals to the common knowledge of the world, mainly to explain, clarify, and describe intricate concepts. Metaphors are helpful for lexicalizing new concepts and meanings or extending the meanings of pre-existing words. The analysis of tropes as a means to improve foreign language learners＇ reading competence is a rather novel teaching practice in ESP （English for Specific Purposes）, implemented at the University of Rio Cuarto, Argentina. Therefore, the aim of this paper is to explain the theoretical basis for teaching and developing metaphorical competence in ESP classes as a means of providing an intellectually stimulating alternative approach, and to present some teaching ideas and activities designed to familiarize students with the use of metaphorical language in scientific discourse in order to enhance their reading competence.

A Study on Defining of Metaphoric Competence: Problems and Strategies

With the deepening of studies on metaphoric competence, the problematic definition of metaphoric competence hasincreasingly been becoming a barrier in the development of metaphoric competence studies. It is discovered that therelevant studies on the definition of metaphoric competence have ignored the essential differences betweenmetaphoric thinking way and metaphoric competence. For the solution of the problem, the corresponding measuresare proposed and the metaphoric competence is redefined as the ability that the cognitive subjects with metaphoricthinking way apply their theoretical knowledge on this thinking model into the better identification, understanding,and production of metaphor.

Metaphor Competence for Second Language Learners

This paper shows that metaphoric competence depends heavily on the psychological processes of associative recognition and analogical reasoning, and that to form interactive mental image can activate these psychological processes. Students＇ cognitive styles were found to affect their tendency and ability to use these strategies. Students can be trained to use metaphoric strategy, just as to use grammar rules, to help them in second language studies.

Exploring Cross-Cultural Components in International Teacher Education Programs to Build Competenc(ies)for Indonesia

This article reviews preservice teacher arts education university course work with the goal of informing cross-cultural competencies for Indonesian teacher education.The authors are mid-career education faculty,who visited six universities in three countries to observe cross-cultural contents in teacher preparation courses.Cross-cultural competence relies on theories of globalization,intercultural and multicultural education.Using a case study method,the authors gathered data through relevant literature,course descriptions,met with stakeholders,wrote and coded reflective and reflexive field notes,and identified trends.These trends included the infusion of Eastern content into Western course work,and the role of Western arts forms in Eastern settings.These findings support the development of“cross-cultural communication through the arts”or“komunikasi silang budaya melalui seni”as a way of approaching cross-cultural teaching in Indonesia.

A study on pragmatic failure in cross-cultural communication

Through analyzing and comparing the anecdotes of pragmatic failure in cross-cultural communication from the aspects of lexicon, syntax and discourse, some pragmatic strategies are suggested in intercultural communication. To improve learners＇ cultural awareness and communicative competence, a cultural-linguistic approach in foreign language teaching should be adopted.

Research on Cross-Cultural Communication from the Perspective of Multiculturalism

With the development of globalization,international exchanges in politics,economy and culture have become increasingly frequent.Accordingly,it is quite necessary and imperious for us to understand other cultures and improve cross-cultural communicative competence.This essay aims to probe into the forms and characteristics of cross-cultural communication from the perspective of multiculturalism,and explore the strategies on how to achieve proper and effective cross-cultural communication.

Cross-Cultural Awareness and Teaching English as a Second Language in the Context of Globalization

The paper focuses on the inseparability of language and culture, highlighting the significant role of cross-culturalawareness and communicative competence in teaching English as a second language （TESL） in the context ofincreasingly internationalized global world. Cross-cultural awareness has always been important in modernlanguage studies, as preparing students for effective and competent intercultural communication requires not onlymere teaching of linguistic skills like phonology, morphology, lexicology, and syntax, but also the vital componentof cultural knowledge and awareness. Communication that lacks appropriate cultural content often results in anodd or humorous situation leading to misunderstanding and miscommunication. Therefore, the present paperclaims that in TESL it is necessary to incorporate and develop aspects of cross-cultural awareness as a part of thecourse curriculum to immerse students in effective intercultural communicative competence. It is strongly believedthat developing cross-cultural awareness through learning and practicing the patterns of the current lifestyle in thetarget culture will help the learners overcome both cultural shock and intercultural communicative barriers easier,compare the target culture with their own, and find the similarities and differences between them, thus coping withcross-cultural communication problems successfully. There are many challenges related to teaching English as alingua franka in a cross-cultural context of globalization--English, not being the native language of the learners,triggers a great number of problems connected with teaching and developing cross-cultural awareness. This paperoffers some strategies for coping with them.

A content analysis related to the cross-cultural/intercultural elements used in EFL coursebooks

This study aimed to examine some coursebooks of English as a Foreign Language （EFL） to see whether they involve any cross-cultural topics belonging to different cultures from different countries in the world. Assuming that EFL coursebooks written after the communicative movements in foreign language teaching and learning in the 1970s and the 1980s would have a plenty of cross-cultural elements, it was expected to see these coursebooks would also have a lot of cross-cultural elements, especially regarding their publication dates. This study aimed to investigate to what extent teaching materials used in EFL setting involve intercultural elements. Accordingly, 5 coursebooks were evaluated, and topics and number of cross-cultural elements were presented. The coursebooks used in the study were published in 1998, 1999, 1999, 2001 and 2006 namely. However, as the results displayed, the frequency of cross-cultural elements were not mutually related to their publication dates. The distribution and frequency of cross-cultural elements were not balanced with the dates chronologically.

A Study on the Cultivation of Students'Intercultural Communicative Competence in College English Teaching

With the further deepening of international cooperation and exchanges, the social demand for talents with interculturalcommunicative competence will be increasing. At present, the cultural competence of college students is far from meeting theneeds of intercultural communication. It is increasingly urgent to strengthen cultural teaching to improve the awareness and abilityof intercultural communication of College students. Teaching English should not only teach students to master the basic abilities ofEnglish listening, speaking, reading and writing, but also pay attention to the cultivation of students' intercultural communicativecompetence in order to improve college students' comprehensive English ability. This paper takes the approach of interculturalcommunication ability as the starting point, and explores the ways to cultivate students' intercultural communicative competence incollege English teaching.

Cross-cultural Communication in English Language Teaching

Starting from the nature of cross-cultural communication, the author of this paper tentatively explores various cultural phenomena： cultural transmission, cultural diffusion, cultural blank, cultural shock and communication breakdown, etc. This paper points out that the success of cross-cultural communication depends on the competence of cross-cultural communication and gives some suggestions concerning the goals of foreign culture acquisition and the ways of culture training.