The Status Quo Of Yuexi Middle Shool Students' Intercultural Communication And Its Analysis

Language has a close relation with culture and its acquisition isn't at all an isolated process, which is as well closely related to the social background and one of its objectives is to communicate with others. A better acquisition of one language is convenient to the acquisition of another. To develop one's communication ability and to promote language efficiency and accuracy, contemporarily, AnHui Educational Ministry has given out specific regulations on cultural communication competence. Targeting high school students of YueXiCounty, An Hui Province as the subjects of my research, the thesis is trying to get to know students' cultural communication ability and existing problems by means of investigation, talking and testing. I endeavor to detect students existing problems in cultural communication in the light of Cognition Linguistics, Pragmatics and Holliday's theory of children's cognition development and his modes of cultural analysis. However, teachers in this area under the influence of the teaching method of structuralism pay too much attention to the language cognition of inner structures, and only to teaching students "pure linguistic knowledge", namely: to teaching linguistic elements such as pronunciation, vocabulary and grammar, ignoring cultural instruction which is due to the occurrence of "cultural shock" and pragmatic misuse in cross-cultural communication. The author thinks it is speakers' perspective of the world and value and the mode of life that really count in cross-cultural communication. Having a good command of grammar doesn't necessarily ensure the sound realization of communication, because it also depends on both sides' competence of coding and decoding language and non-language. In the light of the problems and theoretic analysis the essay takes several cultural-related teaching methods to instruct additional cultural knowledge to students by lecturing communicative principles and planting culture into the teaching curriculum in order to foster their sensibility of the differences between English and Chinese cultures, then consequently promote their cross-cultural communicative competence.