[Paper Keywords] Cross-cultural communication 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 teaching process, 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 responds 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 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 cultural patterns into new cultural patterns, resulting in communication barriers, which requires teachers to introduce culture into foreign language teaching and cultivate foreign language learners' intercultural communication ability.
2. Cultivation and application of cross-cultural communicative competence
2. 1 Definition and purpose of cross-cultural communication
Cross-cultural communication refers to the communication between native speakers and non-native speakers, and also refers to the communication between people with different language and cultural backgrounds. Due to the differences in ecology, material, society and religion, 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, customs, religious beliefs and backgrounds 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 Cross-cultural communication ability training
With the acceleration of globalization, the development of high technology and the continuous improvement of communication facilities, exchanges between countries, economies and cultures around the world have become increasingly frequent. Therefore, the contradictions caused by cultural differences have gradually become prominent. However, in primary education, students' learning often stays on simple grammar and vocabulary. In foreign language teaching in colleges and universities, 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 communicative competence to achieve effective communication should include seven factors, namely: 1) the ability to show respect and adopt a positive attitude towards each other; 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; 5) Flexibility to deal with different situations; 6) the ability to communicate with each other in turn; 7) The ability to tolerate new and uncertain situations and calmly deal with them.
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 train students in foreign language teaching in colleges and universities. In order to enable students to have the above seven abilities, teachers should start from the following aspects:
① The cultural connotation of vocabulary 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 China, the word dragon is a symbol of auspiciousness and nobility, while in western society it 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 understand the target language from the perspective of their own people, 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) and others define nonverbal communication as? In the communicative environment, all artificial and environmental stimuli containing the potential information of the speaker or receiver? Therefore, it includes all artificial or environmental stimuli except speech acts, such as expressions, gestures, postures, touches, boundaries, clothing, paralanguage, time, scenes and so on. In cross-cultural communication, nonverbal communication often determines the success or failure of communication.
2.3 the use of cross-cultural communication
The most basic function of 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, environment and hobbies when they meet, but 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, effective and appropriate use can achieve the purpose of communication between different people.
3 the purpose and significance of cultural teaching
3. 1 The purpose of culture teaching
In teaching, culture 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 cultural teaching into the curriculum system, so that language learners can integrate target localization with 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 target language, so as to improve their cross-cultural communication ability quickly.
In addition, higher culture teaching often only teaches foreign language majors, and foreign teachers only teach foreign language majors. For international students, there are insufficient elective courses of British and American culture and 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 the curriculum system that the proportion of related courses is much larger than other courses, and social and cultural teaching only pays attention to literature, state institutions, literature and background knowledge that affects the understanding of literary works. From this point of view, the cultural teaching of college foreign language majors 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 the target language with their own culture, thus achieving effective cross-cultural communication.
3.2 the significance of cultural teaching
Culture teaching should run through all stages 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 students' learning process, we can easily see that in the primary and advanced stages 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:
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