[Paper Keywords] Cross-cultural communication and cultural teaching [Abstract] In the process of second language acquisition, differences in cultural background will lead to communication difficulties and the loss of communication information. Therefore, in the process of foreign language teaching, cultural teaching will inevitably occupy a place. This paper expounds the definition and purpose of cross-cultural communication from the theoretical point of view, and puts forward how to cultivate students' cross-cultural communication ability. In addition, the author discusses the purpose and significance of culture teaching, and puts forward that culture teaching should run through the whole process of foreign language teaching, so that students can truly have the ability of cross-cultural communication. 1. Introduction Language is the carrier of culture and an inseparable part of culture. It is influenced by and reacts to culture. In the process of communication, language is not only restricted by phonetic and grammatical rules, but also restricted by usage rules. The usage rules here refer to the social culture to which the language belongs, and the social culture determines whether the language is used properly. In the process of learning a second language, foreign language learners often nest their own inherent cultural patterns into the new language culture, resulting in communication barriers, which requires teachers to introduce culture into foreign language teaching and cultivate foreign language learners' cross-cultural communication ability. 2. Cultivation and application of intercultural communication ability 2. 1 Definition and purpose of intercultural communication refers to communication between native speakers and non-native speakers, and also refers to communication between people with different language and cultural backgrounds. Because different nationalities live in different ecological, material, social and religious environments, their respective language environments have produced different linguistic habits, social culture, customs and other contextual factors. Different cultural backgrounds lead people to speak in different ways, which in turn causes obstacles to communication. Therefore, this requires us to pay attention to cultivating students' intercultural communicative competence in the process of foreign language teaching. Generally speaking, the basic purposes of cross-cultural communication research are: ① to cultivate people's positive understanding attitude towards different cultures. Differences in language habits, social culture, local customs, religious beliefs and educational background lead to cultural diversity. In the process of cross-cultural communication, we should adopt an understanding and supporting attitude towards different cultures, and deepen our understanding of our own culture by discovering their differences, so as to objectively grasp their respective cultural characteristics. In other words, in the process of finding differences, we should also pay attention to a large number of similarities. ② Cultivate the adaptability of cross-cultural contact. When you first come into contact with different cultures, you will often be shocked by the culture, leading to some inadaptability. In order to keep the communication going, we must try our best to slow down the impact and improve our adaptability. ③ Cultivate the skills of cross-cultural communication. With the further opening up, more and more people go abroad or stay at home to participate in cross-cultural communication. When dealing with people from different cultural backgrounds, they all need to learn and master practical skills. 2.2 Cultivation of Cross-cultural Communication Competence With the acceleration of globalization, the development of high technology and the continuous improvement of transportation and communication facilities, political, economic and cultural exchanges between countries all over the world have become increasingly frequent. Therefore, the contradictions caused by cultural differences have gradually become prominent. In primary education, English learning often stays in simple grammar and vocabulary. In college foreign language teaching, we should pay more attention to cultivating students' communicative competence in order to adapt to the process of social development. Ruben, a famous cross-cultural scholar, believes that the cross-cultural communication ability to achieve effective communication should include seven factors, namely: 1*** the ability to show respect to each other and take a positive attitude towards them; 2*** Take a descriptive, non-evaluative and non-judgmental attitude; 3*** The ability to understand each other's personality to the greatest extent; 4*** empathy ability; 5*** Flexible response to different situations; 6*** Ability to communicate with each other in turn; 7*** Ability to tolerate new and uncertain situations and calmly respond. The above seven aspects fully show that foreign language learners should have the ability in cross-cultural communication, which is also the direction for teachers to cultivate students in foreign language teaching in colleges and universities. In order to make students have the above seven abilities, teachers should start from the following aspects: ① The cultural connotation of words should be combined in teaching. In the traditional foreign language teaching process, teachers often only teach students the superficial meaning of vocabulary, but do not explain the cultural meaning of vocabulary in depth. For example, in the traditional culture of China, the dragon is a symbol of auspiciousness and nobility, while in the western society, the dragon is the embodiment of evil. Therefore, in vocabulary teaching, teachers should teach students the cultural connotation of words, so as not to cause communication obstacles. ② In teaching, we should pay attention to the differences of world outlook and values in different cultures. In the process of cross-cultural communication, people cannot avoid the world outlook and values hidden in deep culture. It is by understanding the differences between world outlook and values that people can deepen their understanding of cross-cultural communication. In the process of teaching, teachers should consciously convey the world outlook and values of other cultures to students, so as to cultivate students' intercultural communication ability. ③ Introducing English communicative habits and behaviors into teaching. Culture restricts people's language behavior. In the teaching process, teachers should pay attention to introducing the communication habits and behaviors of the target language countries, so that students can understand the differences and the target language culture from their own perspective, so as to have the ability to conduct appropriate and effective cross-cultural communication. ④ Pay attention to the use of nonverbal communication in teaching. Samovar***2000*** 2000 * * and others define nonverbal communication as "everything that is artificial and generated by the environment in the communication environment and contains the potential information of the sender or receiver", so it includes all things that are artificial or generated by the environment except speech acts, such as expressions, gestures, gestures, touches, boundaries, clothes and paralanguage. 2.3 The most basic function of intercultural communication language is communication. In the process of cross-cultural communication, we must pay attention to the differences between two different cultures. English people like to talk about weather, geographical environment, hobbies and other topics when they meet, while age, marriage and income are taboo topics, which we should pay attention to in cross-cultural communication. In addition, the study of slang and idioms should not be underestimated. In the process of communication, misunderstanding of slang often leads to communication failure. Therefore, the effective and appropriate use of appropriate language can achieve the purpose of communication and exchange between different cultures. 3 Purpose and Significance of Cultural Teaching 3. 1 Purpose of Cultural Teaching In foreign language teaching, cultural teaching plays a very important role, because the ultimate goal of foreign language teaching is to enable students to have communicative competence and cultivate their ability of cross-cultural communication in a foreign language. In foreign language teaching, teachers should integrate culture teaching into the curriculum system, so that language learners can integrate the target culture into their own culture, thus achieving effective cross-cultural communication. However, cultural teaching cannot be limited to textbooks, and cultural knowledge should be taught unilaterally. Simulated scenes should be set up so that students can really be there and feel the culture of the target language, so as to improve their cross-cultural communication ability quickly. In addition, culture teaching in higher education is often only taught to foreign language majors, and foreign teachers only teach foreign language majors. For international students, there are not enough elective courses in British and American society and culture, and there are few opportunities to communicate with foreign teachers, which makes it difficult to popularize cultural teaching in college foreign language teaching. For foreign language majors, we can clearly see from their curriculum system that the proportion of literature courses is far greater than that of social culture, and social culture teaching only pays attention to history, geography, state institutions, literature and art and background knowledge that affects the understanding of literary works. From this perspective, culture teaching in college foreign language teaching is to serve literature, not to equip students with application ability. Foreign language teachers' understanding of culture often stays at the primary level, and there are few opportunities for practice and application, which leads to students simply learning the basic skills of language in the process of communicating with teachers and lacking practical cross-cultural communication ability. The number of foreign teachers is too small to reach the established teaching goal of cultivating every student. Moreover, the teaching content of foreign teachers usually only focuses on oral training, slang teaching and cultural teaching, and only explains when there are problems in communication, so it is impossible to foresee the problems as soon as possible and quickly improve students' cross-cultural communication ability. The main purpose of foreign language teaching is to cultivate students' intercultural communicative competence. Therefore, the purpose of culture teaching is to integrate culture teaching into language teaching in foreign language teaching, so that students can integrate into the target language culture and their own culture, thus achieving effective cross-cultural communication. 3.2 The significance of cultural teaching Cultural teaching should run through every stage of language teaching. Since the ultimate goal of language teaching is to make students have pragmatic competence, it is bound to involve cultural teaching. From the course of students' learning, it is not difficult to see that in the primary or even advanced stage of foreign language learning, teachers have not fully integrated culture teaching into the curriculum system. In the process of cross-cultural communication, students' practical application ability is poor, they often can't express their thoughts accurately, abuse taboos and talk about sensitive topics in the destination country, which leads to misunderstandings. Therefore, from the initial stage of students' foreign language learning, culture teaching should be widely involved in teaching. However, cultural teaching cannot be superficial. If students are only required to memorize some cultural facts, they will be inflexible and stick to the rules. In the teaching process, try to create some scenes in the target language countries, so that students can immerse themselves in the scenes and simulate cross-cultural communication behavior, thus constantly changing and improving their practical application ability. In the final analysis, the real connotation of cultural teaching is to let students really master the principles and skills of cross-cultural communication and apply them correctly in practice, so as to achieve the purpose of cross-cultural communication with ease. Conclusion: This paper introduces the definition and purpose of cross-cultural communication from the theoretical point of view, and puts forward how to cultivate students' cross-cultural communication ability. At the same time, with the acceleration of globalization, it is particularly important to cultivate students' intercultural communicative competence. However, in the traditional foreign language teaching process, language skills are often reused, while pragmatic and cultural teaching are ignored. Therefore, the author thinks that culture teaching should run through the whole foreign language teaching system. In order to cultivate students' communicative and practical abilities, how to integrate culture and language teaching effectively and quickly and popularize it is a major aspect that needs to be explored for a long time in foreign language teaching in higher education. References: [1] Yan Ming. Research on the Cultivation of College English Intercultural Communicative Competence —— Exploration of the Cultivation System of College English Intercultural Communicative Competence in Heilongjiang University. [2] Wei Hong. An analysis of the relationship between intercultural communication and linguistic and cultural diversity. Shanghai Maritime Vocational and Technical College. [3] Ray Bodewell. Body language and context. Philadelphia: University of Pennsylvania Press. 1970.[3] Cen Jianjun. It's hard to make achievements today, but I will [J] in the future. Teaching and Textbook Research, 1997, * * * 2 * *. [4] Chen Zufu. Meet the challenge of the times. 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