Higher vocational students not only have difficulties in cross-cultural communication in English learning, but also have such problems in other disciplines, especially specialized courses. Therefore, it is hoped that the research of this topic can provide reference for other courses at the same time, open up new teaching models and strategies, guide students to exert their subjective initiative, effectively combine cross-cultural communication strategies, learn English knowledge more efficiently and independently, and finally achieve the goal of flexible use of English.

abstract:

With the deepening of economic globalization, based on the demand of vocational skills, the cross-cultural communication ability of higher vocational students needs to be improved urgently. This paper takes English learning of higher vocational college students as the research content, based on constructivism theory and cross-cultural education theory, analyzes the English learning obstacles of higher vocational college students, and theoretically studies and demonstrates the feasibility of introducing cross-cultural communication strategies into English classroom teaching, so as to guide foreign language teaching and cultivate students' cross-cultural communication ability.

Key words:

Constructivism; Cross-cultural communication; English application ability of higher vocational students

Step 0 introduce

With the acceleration of globalization, more and more experts and scholars begin to pay attention to the importance of cross-cultural communication and have achieved a lot of research results. This paper analyzes the problems existing in foreign language teaching from the perspective of cross-cultural communication, analyzes the feasibility of cross-cultural communication-oriented foreign language teaching in combination with the trend of globalization, adopts a wide range of input methods, and sets up appropriate scenarios for students to discuss in groups, so that students can master the knowledge needed for the course smoothly and improve their cross-cultural communication ability. Higher vocational students not only have difficulties in cross-cultural communication in English learning, but also have such problems in other disciplines, especially specialized courses. Therefore, it is hoped that the research of this topic can provide reference for other courses at the same time, open up new teaching models and strategies, guide students to exert their subjective initiative, effectively combine cross-cultural communication strategies, learn English knowledge more efficiently and independently, and finally achieve the goal of flexible use of English.

Constructivism holds that learning is a process in which learners actively construct and master knowledge. This includes two aspects, on the one hand, the meaning construction of new information and new knowledge by learners, on the other hand, the transformation and reorganization of original knowledge by learners. People's learning knowledge is not instilled by teachers in the process of learning, but is formed after learners reconstruct, further understand and expand the learning materials provided by people through their own experience and knowledge. Learners' different experiences and individual differences in what they have learned lead to their different constructions of the same learning content in the same learning process. Learners' knowledge construction will benefit from the communication and discussion between learners to a certain extent. Therefore, group cooperative learning is one of the focuses of constructivism theory.

Does constructivist theory attach importance to it? What's the situation 、? Collaboration? 、? Dialogue? And then what? Meaning structure? The role and significance of these four aspects in the learning process. In the application of constructivism theory in foreign language teaching, teachers should guide students to construct what they have learned, carry out group teaching, let students communicate what they have learned in depth, and let students learn autonomous learning, inquiry learning and cooperative learning. Give full play to students' existing knowledge and experience, teachers create appropriate situations in teaching, and let students cooperate to achieve the ultimate goal of meaning construction. Second language acquisition was put forward by American linguist Krashen in the 1970s.

The difference between the acquisition of this theory and learning; Assumption of natural order; Monitor the construction; Input hypothesis; The affective filter hypothesis consists of five basic hypotheses. From 65438 to 0994, RodEllis, an American professor of second language teaching, published A Study on Second Language Acquisition, which is divided into seven parts and comprehensively analyzes all aspects of second language acquisition. It is a masterpiece in the field of second language acquisition. According to the theory of second language acquisition, language learning can be achieved in two ways, namely, acquisition and learning. Humans unconsciously acquire a language in the process of communication; And human beings consciously use their own abilities to accept a language they are learning.

According to the theory of second language acquisition, language acquisition is necessary, and one of the most important conditions is full and effective input. Such input must be extensive, and learners need to accept it voluntarily and actively. Teachers should promote students' natural acquisition through a lot of input close to the second language situation, so as to achieve the purpose of communication and achieve effective cross-cultural communication. Cross-cultural education is a kind of positive and interactive education, which pays attention to the differences between different cultures and is committed to enabling learners from different cultures to communicate, learn and cooperate with each other. The focus of cross-cultural education is to treat cultural differences correctly and accept and understand their differences. The goal of cross-cultural communication is to let learners master the history, culture, politics, economy and customs of different cultures through cross-cultural education, so that learners can understand different cultures and treat cross-cultural communication positively and correctly with an open, equal, objective, fair and tolerant attitude.

1. The Application of Constructivism in Cultivating Intercultural Communicative Competence

With the acceleration of globalization, foreign language education has been paid more and more attention, and countries have adopted different ways to promote the development of foreign language education. In foreign language teaching, the cultural connotation of language and the core role of learners' cultural quality are paid more and more attention. For example, 1987, Australia promulgated a national language policy; What does France adopt in foreign language education? Situational teaching method encourages students to communicate and provides students with a good learning situation.

At home, with the increasing internationalization of China's economic and political exchanges, people from all walks of life have raised their requirements for cross-cultural communicative competence, which also puts forward a new topic for English education in China. English teaching includes not only the teaching of language theory knowledge, but also the construction of students' English knowledge structure, the cultivation of students' language application ability and international cultural concepts, the understanding of international cultural traditions, historical and cultural knowledge and communication etiquette, and finally the effective cross-cultural communication. By exploring the current situation of English teaching in higher vocational colleges, this paper analyzes the rationality of students' low interest in English learning, poor awareness of autonomous learning and weak cross-cultural communication ability. Focusing on students' English application ability, we adopt targeted teaching strategies and give students corresponding learning strategy guidance to help students adjust their learning mentality, improve their learning interest and language application ability, and solve their learning difficulties in listening, speaking, reading and writing of foreign languages to some extent.

1. 1 research content

(1) Investigation on English Learning Disabilities of Higher Vocational College Students. Through questionnaire survey and individual interviews, we can understand the learning obstacles of students of different majors and levels. This paper classifies and analyzes the causes of English learning obstacles of students of different majors and grades.

(2) Develop a cross-cultural communication teaching plan. According to the survey results, the program is based on constructivism theory, aiming at students' different language use abilities, focusing on students' learning interests, professional needs and future career needs. , and made the teaching strategy plan. This part is mainly carried out in the selected experimental class.

(3) Check and adjust the teaching plan in time. By means of questionnaire, interview, classroom observation and test, the effects of students' interest in English learning, willingness to learn independently and English application ability are tested. According to the questionnaire data, descriptive statistical analysis is carried out to analyze the effectiveness of teaching strategies and adjust teaching plans and strategies accordingly.

(4) On the basis of empirical research and combined with the results of questionnaire survey, this paper analyzes and summarizes the influence of teaching strategies used by teachers on students' English knowledge construction ability and cross-cultural communication ability.

(5) Summarize the experience and shortcomings of project implementation, and analyze and sort out some methods that can be widely used to encourage higher vocational students to learn other subjects independently.

1.2 research methods

1.2. 1 literature analysis method

By collecting and sorting out the constructivist theory of typical language education experts at home and abroad, theoretical monographs and academic articles on cross-cultural communication and related monographs and articles on second language acquisition, we can form an overview of the influence of foreign language teaching on the cultivation of students' cross-cultural communication ability under the background of increasing economic globalization. With the help of literature analysis, the research idea of this topic is clarified and the depth is expanded, which makes this topic have a profound theoretical basis and practical significance.

1.2.2 Questionnaire survey and interview method

Questionnaires and interviews are methods to collect the opinions of the respondents through different channels, and to understand their psychology through different channels such as written, oral, WeChat and Weibo. Through this method, we can collect the relevant data of this paper and provide comprehensive and reliable data for the follow-up research.

1.2.3 data analysis method

Based on the data of mobile phone in the form of questionnaire, the qualitative and quantitative analysis is carried out scientifically by SPSS 13.0.

1.2.4 Comparative analysis method

By comparing the teaching results of the experimental class and the ordinary class, this paper analyzes the influence of cross-cultural communication strategies on the teaching effect under the constructivism theory and the differences of subjects' learning interests.

2. Conclusion

Due to the overall decline of students' quality in higher vocational colleges, under the background of globalization, the requirements for students' English intercultural communication ability are getting higher and higher, but students' learning ability and motivation are insufficient. This paper mainly studies the English course learning of higher vocational students, understands the main factors that affect the improvement of their intercultural communication ability in the process of English learning, and discusses how teachers can help students establish and strengthen effective intercultural communication strategies. Improving the teaching efficiency of English teachers in higher vocational colleges can also provide reference for the teaching of other disciplines.

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