A Study of the Teaching Effects of Case Analysis in Cross-Cultural Communication Class-Taking Individualism-Collectivism Cultural Dimension Class as an Example

This study introduces the individualism-collectivism dimension of the cultural dimension of cross-cultural communication initiated by Geert Hofstede.Different cultures must develop a way of correlating that strikes a balance between caring for themselves and showing concern for others.Individualist culture encourages uniqueness and independence while collectivist culture emphasizes conformity and mutual assistance.This article introduces how to use case analysis method to effectively carry out classroom teaching in this cultural dimension.

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.

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.

The Analysis of Intercultural Communication Competence in ESP Teaching

With the Belt and Road Initiative,the demand for Chinese college students to enhance their intercultural competence has been growing.Although the students’English proficiency has improved a lot,a large quantitative of students still have difficulties in communicating with people from different countries.With the development of present college education,China’s college English teaching is undergoing a new phase of reformation because of various intrinsic or extrinsic factors.And most of the college students have been offered bilingual courses,EAP or ESP courses.More and more international activities have been held locally,and foreign exchanges and cooperation have become more frequent.From the perspective of the macroscopic social context,European countries have many common cultural origins,which are easy to express in the same or similar English;even if Asian countries and English-speaking countries have large cultural differences,the unique English expression is more common among different participants.By taking 120 undergraduates,graduates,and the post graduates as the sample,this paper is firstly trying to investigate the status quo through questionnaires and inquiries on the demand,the anticipation,expectation,and the relative strategies of intercultural communication skills nurturing in college English courses especially in ESP courses.The survey was conducted among students and graduates of our college,whose professional background and employment field are both the law enforcement and the policing,and most of them have volunteered in international activities or have the experience of international exchange.This paper is then through qualitative or quantitative analysis probing into the theoretical resources and practical nurturing practices of intercultural communication competence in ESP course from perspectives of objectives,activities,content,approaches of teaching,etc.And based on theories of communication,IC,ESP,teaching methods,etc.,the thesis attempts to discuss the present problem or the insufficiency in IC teaching in ESP courses,and to provide several creative suggestions or strategies on how to change and improve the present situation.

Teaching Intercultural Competence Using Critical Incident and Cultural Story Telling

Intercultural literacy is attached increasingly great importance in this interconnected world.People from diversified cultural backgrounds need to interact with each other for various purposes.Schools and organizations offer courses to improve people’s intercultural competence.This paper examines two effective techniques to teach intercultural competence in the classroom setting:critical incident activity and cultural story telling.These two strategies can help achieve the desired objectives of Michael Byram’s intercultural communication model.

Integration of Cross-cultural Awareness Acquisition into Communicative Language Teaching

In order to improve their abilities in cross-cultural communication, language learners should develop not only their language competence, but also communicative competence. Therefore, the integration of cross-cultural awareness acquisition into communicative language teaching is quite necessary. And some practical measures of cultivating cultural creativity are introduced to help language learners to develop communicative competence.

Cultural Differences and English Language Teaching

With the development of the cross-cultural communication,more and more people have recognized the interaction between language and culture.Each culture has its own characteristic and is different from one another.Because of cultural differences,difficulties often arise in communication between different people.In China,English is taught as a foreign language.Both teachers and students should be aware of the differences between eastern and western culture in their teaching and study.

Developing students＇ cultural awareness through foreign language teaching

We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.

Cultivating Students' Cultural Awareness in Foreign Language Teaching

Many foreign language teachers are often wondering why their students cannot avoid some mistakes in their writing assignment and oral presentations though the grammatical rules and phrases are quite familiar to them. On the other hand students also complain about the boredom of learning English."What is the use of learning English besides taking exams?"they often ask. In this paper the author is going to discuss language learning and teaching from the cultural perspective. By discussing the importance of culture teaching, the author intends to help both the teachers and the students to get out of their bewilderment. Some useful suggestions will be shared at the end of the paper, aiming to offer some practical and concrete guidance to both the students and my co-workers.

The Importance of Intercultural Communication Awareness in English Learning

Economic globalization has promoted the arrival of the era of cultural pluralism,and the coexistence of different culturesand languages has become a common phenomenon.Nowadays,intercultural communication is increasingly infiltrating into life,es-pecially for Chinese students who learn English,intercultural communication is of great significance to them.In English teaching,how to cultivate students’intercultural awareness,how to reduce misunderstandings,conflicts,and even communication failurescaused by cultural differences is not only the mission of educators,but also the important issue in the reform of the English teach-ing in China.This paper would analyze the influence of cultural factors on language use and the current situation and reasons of in-tercultural communication in Chinese English teaching,and emphasize the importance of intercultural communication awareness.

A Study of Educational Change as Culture Change--a Comparison of the Grammar-Translation Method and Communicative Language Teaching Method

The world is complex and increasingly changing.The old education theory and the education model are greatly impacted,and it is difficult to meet the challenge of social change.To adapt to the changing society,education must conform to the social changes,grasp the direction of change,to seek a new position.This paper uses the theory of"educational culture"to explain the change from the Grammar Translation Method(GTM)to the Communicative Language Teaching(CLT)method.Two different teaching methods are two different concepts,representing two different cultural connotations.

A Brief Analysis of Culture Aphasia in Higher English Teaching in China

Culture is a result of the accumulation of human society; language is the important carrier of culture. Infiltration of Western culture and the widely use of English seriously hinder the globalization of the Chinese culture and it results in ＂cultural aphasia＂ phenomenon. After having studied foreign language for several years, many foreign language learners still cannot express Chinese traditional culture correctly in international communication. This is mainly due to the neglect of Chinese culture in the process of foreign language teaching. With the development of globalization, the communication between different cultures has become more and more frequent It is necessary to pay more attention to the output of native language culture as well as the input of target language culture. As the main places of cultivating high-level talents in China, colleges and universities are focusing on how to change this phenomenon in the foreign language teaching reform. This paper begins with the introduction of ＂cultural aphasia＂ phenomenon in China, then analyzes the reasons, finally proposes suggestions and teaching strategies to overcome the culture aphasia in cross-cultural communication.

Necessity of Teaching Culture in Foreign Language Classroom

This paper expounds on the importance of teaching cultural things in foreign language classroom. Some commonly seen ＂cultural mistakes＂ are probed in detail to reveal that cultural awareness plays a crucial role in cross-cultural communication and teaching culture can greatly boost students＇ interest in learning a foreign language.

On the Application of Culture Introduction in Primary School English Vocabulary Teaching——A Case Study of Xinpu Primary School

Though English vocabulary learning plays an important role in initial English learning,vocabulary learning is apt to make pupils feel bored.By introducing to pupils the cultural background related to their learned words,teachers can effectively increase their interest in vocabulary learning and enhance their efficiency of learning words.In primary school English teaching,teachers should combine cultural background with lexical knowledge,thus making culture introduction become an important part of English teaching,cultivating pupils’cultural awareness and sensitivity.Using culture introduction in English vocabulary teaching is conducive to vocabulary teaching and learning in primary school.The paper,based on constructivism and cross-cultural communication,analyzes problems existing in English vocabulary teaching in primary school,and puts forward appropriate countermeasures by using questionnaire,documentary analysis,classroom experience,observation method and interview method with a view to improving the current situation of English vocabulary teaching and improving English vocabulary teaching and learning in primary schools.

A Study of the Input of Chinese Culture in College English Teaching

At present,in English teaching in many colleges and universities,teachers attach great importance to the introduction of western culture,but ignore the introduction and application of Chinese traditional culture.In order to effectively solve this phenomenon,it is necessary to increase the teaching application of Chinese elements in college English teaching,increase the teaching content of the contrast between Chinese and western cultures,and at the same time improve the English teachers’Chinese traditional cultural literacy.In this paper,the author makes a study on how to better introduce Chinese culture into college English teaching,and puts forward some practical and feasible viewpoints and suggestions.

The Spatial Communication Between Chinese Teachers and Students in High-Context Class

According to Edward T.Hall,communication is the core of culture,and the use of space or distance plays a key role as a significant cultural factor in the interpersonal relationship.However,as a hidden dimension,it is often out of people’s awareness.This paper aims to explore how Chinese teachers and students respond to each other and their surroundings in the use of space.In addition,considering that China falls into a typical high-context culture,this paper expects to make out the impacts of high-context culture on the use,perception,and sense of the space in the interaction.The study of classroom space will,to a degree,contribute to establishing the relationship of mutual trust and harmony,which is helpful to the teaching and learning.

Chinese Teachers＇ Understanding of Culture Teaching in ELT

In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture teaching, there are misunderstandings about it. A survey was conducted to find out how the teachers understand and meet the requirements of the curriculums. The results show even the teachers do not understand the objectives of ELT （English Language Teaching） stipulated in the curriculums. They need training and the requirements need clarification, so that the gap between what is expected and what is performed can be bridged.

The Improvement of Writing Teaching for English Major and the Intervention of Culture in Chinese Universities

The new era context puts forward new requirements for the writing teaching for English majors in Chinese universities,and the intervention of culture has become a necessary content of writing teaching.Combined with the shortcomings of English writing teaching in universities in China,based on the analysis of the positive significance of cultural intervention in writing teaching,this paper focuses on the basic strategies of cultural intervention,that is,to clarify the cultural implication behind the complicated English vocabulary;collect relevant cultural materials according to the teaching content of writing class;for the idioms often used in writing,compare the cultural differences between China and the West.Cultural intervention contributes to the improvement of writing teaching,but it could not become the main content of writing teaching.Mastering the writing methods and skills of various styles is still the main goal of writing teaching.

A Historical Analysis on Communicative Language Teaching in China

Communicative language teaching(CLT), focusing on the development of communicative competence, was proved to beone of the most effective way of language teaching. Since the late 1980 s, CLT has been introduced into China and known by thou-sands of teachers and researchers. Chinese culture of learning is set in the study as a context to review the implementation of CLT,including difficulties caused by potential cultural resistance and progress been made up till now. The appropriate way of implement-ing the pedagogical import is also explored and it argues that the bright future of CLT in China will be brought by deep understand-ing about it from a linguistic view, an eclectic approach to use it, special training for ESL teachers and communicative assessmentmatched with the tenets of CLT.

On the Development of Students' Intercultural Communicative Competence in College English Classes

More frequent international contacts require culture teaching to be incorporated into college English classes so as to develop students' intercultural communicative competence. English culture is different from Chinese at linguistic and pragmatic levels and in nonverbal communication as well. To make students engage in intercultural communication successfully, teachers should first develop their "critical cultural awareness".Meanwhile, they need to try flexible ways of culture teaching and create an authentic learning environment for the students. Opportunities should also be created for the students to communicate in the real context. Students' autonomy to learn the language and its culture should also be nurtured.