高校增设“英语交际文化”课的必要性

“英语交际文化课”有助于提高大学生的跨文化意识和跨文化交际能力。单独开设“英语交际文化课”针对性强、目标明确、形式灵活、体系完善,将为学生提供更为宽泛的认识和学习英语文化的平台。

Study of Jargon in English language

Jargon in English language, part of culture, is a sub-culture. This paper illustrates its connotation, original facts, constructions, functions and characteristics. This study helps us fully recognize British and American societies from another angle, and understand diversity of their cultures to benefit English teaching and intercultural communication.

Strategy of English teaching in intercultural communication

Along with the accelerated pace of reform and opening, and the frequent external exchanges, and the increasingly widespread exchanges between countries, especially the improving information technology, and the use of the Internet, more and more people have been involved in cross-cultural communication. However, there are many differences between Chinese people and people from other cultures in the way of thinking, social and cultural life habits, and all of them can lead cross-cultural communication barriers. Therefore, a higher demand to English language teaching has been put forward, English language teaching not only imparts knowledge, the more important thing is to train students in the interpersonal skills, and develop their applications in English cross-cultural communication ability.

How to Avoid Communication Conflicts Between Chinese and English Speakers

Chinese core values are very different from those of people in English speaking countries, and this makes communication styles very different. When Chinese communicate with people from other cultures, cultural awareness sometimes helps make the communication easier and more effective. When people are in a bi-cultural or even multi-cultural situation, they need to be aware of the cultural differences. On the other hand, for various reasons, cultural barriers may arise. This can occur when the people concerned speak entirely different languages or hold entirely different values and communication styles. This essay examines how native Chinese speakers communicate with or without words and how the effectiveness of what people say can be helped or hindered by the various messages their language and bodies send. Only when communicators are aware of their own communicative styles and those of others can they avoid communication conflicts. Observing and respecting other people＇s communication styles during the adjustment of one＇s own communication behaviors should be an on-going task in the intercultural communication.

A contrastive Study of some English and Chinese Grammar items in the thinking from the perspective of＂ culture

Language carries culture, and culture contains rich language elements. At present,most scholars study the difference of the grammar between English and Chinese from the linguistic perspective, while it is very short to explain the difference of grammar between English and Chinese from cultural angle. So according to the contrastive analysis of culture difference of English grammar and Chinese grammar, it helps the language learners learn the grammar and use correct grammar, it is also of great help to the intercultural communication. It plays an active role to the teaching of grammar.

Strategies to Promote Intercultural Communicative Competence in EFL Teaching

With the acceleration of globalization and internationalization, the demand for multilingual speakers is urgent, which promotes the development of foreign language teaching and learning especially English. Consequently, the English as a Foreign Language （EFL） teaching is paid great attention to in China. Many previous studies show the connection of EFL teaching and teachers＇ intercultural communicative competence （ICC）. Although it is presumed that teachers＇ ICC at this stage is a prerequisite to raise students＇ ICC, the specific strategies to promote teachers＇ intercultural skills in EFL teaching have not yet been empirically demonstrated. The goal of the present study is to put forward some specific strategies to promote teachers＇ ICC in EFL teaching. Two cases including interview and teaching plans, were administered in high school teachers. Sample analysis demonstrated teachers＇ current problems in ICC and in Chinese EFL teaching as well as the necessity for teachers to acquire the specific teaching strategies. These findings seem to suggest that specific strategies are indeed essential to promote teachers＇ ICC in EFL teaching.

Study of idiomatic origins in cultural perspective

English idioms come from social life and reflect it correspondently. It is necessary for English learners to know cultural connotation of idioms for successful communication. The paper aims to analyze idiomatic origins to explore cultural meaning in seven types.

On the Differences of Sino-US Views on Family From Pushing Hands

Nowadays, multinational marriages are more and more widespread, especially between China and the West. However, a prevailing phenomenon is that due to the differences of China-West family values, it has caused irreconcilable conflicts of culture, which undoubtedly becomes the stumbling block of cross-cultural communication. Pushing Hands （1991） is a typical movie reflecting the cultural conflicts of Sino-US families, from which we can see all kinds of inadaptations in family life caused by cultural differences. Combined with Pushing Hands, this paper compares the differences of Sino-US views on families and analyzes the causes for these differences. Such an analysis will reinforce the English learners＇ understanding of cultural differences and improve their ability of cross-cultural communication.

Reading Course and Cross-Cultural Communication of Tourism English

Tourism English reading is the course with the largest amount of information that students know and understand professional knowledge background of tourism, development history of tourism industry and classification and development status of tourism industry; which is also a course that students learn with relative difficulty. In tourism English reading teaching, introducing the cross-cultural communication knowledge and enhancing cross-cultural communication ability will help students to overcome the obstacles in reading, so as to make this course play its role.

Training theory and practice of crossing cultural awareness in college English teaching

English is the current most widely used international language of communication, with the improvement of China＇ s comprehensive national strength, participation in the exchange, cooperation and increase trade opportunities for the international community, particularly the WTO, Beijing ＇s successful Olympic bid, the Shanghai World Expo, several major events more and more people are realizing the importance of English practical applications. Now students acquire decent rules of successful communication in English, and this should be the starting point and final destination of English teaching. Therefore, in the process of teaching English, the penetration of the language and cultural knowledge, cross-cultural communication awareness training must cause concern and attention of English teachers to improve students ＇ intercultural communication content acumen, thus to improve students＇ English communication in practice capacity.

Research on the Development Trend of English Linguistics from the perspective of Multi-culture and Cross-cultural Communication

With the continuous development and progress of society, modern society is formed by the multicultural, namely, an important feature of today’s society is the diversity of cultures. English language and culture course combines both foreign language and cultural characteristics, which has very strong artistic and theoretical factors. Language is a part of culture, and plays an important role in culture. Language and culture are inseparable, if students do not understand the cultural background of foreign languages, cannot correctly understand and use foreign language. In the process of college English teaching, how to carry out cultural teaching and improve students’ cross-cultural communicative competence has become an important topic in English teaching and learning. In order to help students overcome obstacles in intercultural communication and cultivate students’ intercultural communicative competence, we should improve the level of college English teaching by integrating culture factors into English teaching. The culture we need to learn is not limited to the culture of the English-speaking countries. The cultural teaching in English teaching requires an all-round import

College English Curriculum Reform and Practice Based on Culture Cognitive Analysis From the New Media Prospective

With the increase of international cultural exchange, training and strengthening college students＇ cultural cognitive ability is a burgeoning research subject in today＇s foreign language teaching profession of colleges and universities Cross-cultural communication skills and cultural cognition abilities have become an important measure of the ability of the modem language talents. This paper tries to implement a comprehensive reform of college English curriculum system through an empirical research in order to improve students＇ cultural cognitive abilities and cross-cultural communicative competence and change the non-ideal situation in college English teaching. Its valuable experience can greatly promote language teaching and help other universities reform their college English curriculum.

"Nativeness" and Intelligibility:Impacts of Intercultural Experience Through English as a Lingua Franca on Chinese Speakers' Language Attitudes

This paper investigates the impacts of intercultural experience through English as a lingua franca （ELF） on language attitudes, with the focus on Chinese speakers＇ narratives of ELF experience in relation to their views of Englishes. The data retrieved through 769 questionnaires and 35 interviews with Chinese users of English revealed the impacts in four aspects. First, the lack of ELF experience helps to maintain the assumption that conformity to native English is necessary for interactants to understand each other. Second, ELF experience triggers the question about the exclusive connection between nativeness and intelligibility. Third, it raises challenges to the exclusive relevance of native English for successful intercultural communication. Fourth, it helps to develop an awareness of intercultural communication strategies as important for communicative effectiveness in the context of the diversity of English. Attitudes revealed in the four aspects all point to a concern with the issue what is intelligible English. This paper thus discusses intelligibility in relation to （non-） nativeness and the role of intercultural experience in making sense of the issue of intelligibility, which leads to the exploration of pedagogical implications of this study.