A Study On The Cultivation Model Of Students’ Intercultural Communication Ability In Primary School English Teaching

Globalization,informatization and the integration of the world economy make the communication between countries more intensive.China also needs a group of international talents with international awareness,profound understanding of other countries’ culture and intercultural communication ability.As the initial stage of English acquisition,it is crucial to pay attention to and cultivate students’ intercultural communication skills in English class in primary school.However,due to the influence of the domestic exam oriented environment,current English teaching regards high scores as the main goal,neglecting the strengthening of cultural education through learning language knowledge,and lacking the cultivation of students’ intercultural communication abilities.The "English Curriculum Standards for Compulsory Education" issued in 2022 proposes to cultivate students’ core competencies in teaching,with strengthening intercultural understanding and cultivating intercultural communication skills as the key teaching content and objectives.It emphasizes that in English classroom teaching,not only should language knowledge be imparted,but also different cultural knowledge and concepts should be integrated,so that students can understand and master the differences between Chinese and Western cultures,social customs,values,and ways of thinking,to further cultivate their cross-cultural communication skills.This study focuses on 20 primary school demonstration English class videos recorded in F and H schools in Beijing,as well as the students and 12 teachers in the videos.Data is collected and analyzed using methods,such as literature analysis,classroom observation,and interview survey.This article consists of five parts:The first part is an introduction,which first elaborates on the research background and topic selection reasons from three aspects:the natural demands of the times’ development,the inevitable pursuit of primary school English subject education under the new curriculum standards,and the actual effectiveness of cultivating students’ intercultural communication abilities at different stages.Based on literature,the core concepts are defined.Secondly,this paper summarizes the relevant research on intercultural communication ability from five aspects and makes a summary.Finally,based on the theoretical foundation of the intercultural communication ability model,the analytical framework of this study is derived by dividing the categories of intercultural communication ability through the "inferential category construction".The second part is based on an analytical framework and deep description fragments extracted from videos.Through the exploration,analysis,and summary of intercultural fragments,the expression forms,connotations,and specific characteristics of the four major elements of intercultural communication ability,namely knowledge,thinking,emotions,and behavior,are obtained.The third part analyzes how to cultivate the four major elements in the classroom,mainly including knowledge expansion through language learning and cultural understanding,thinking development through language understanding and practical application,rich emotional experience through deep learning and understanding of Chinese and foreign cultures,and appropriate communication achieved through smooth expression and flexible switching of behaviors.The fourth part is the construction of the cultivation mode,which is based on an analytical framework,guided by relevant theories,and based on empirical research to construct an intercultural communication ability cultivation mode.The fourth part is based on an analytical framework,guided by relevant theories,and based on empirical research,to construct a model for cultivating intercultural communication skills.The four elements of knowledge,thinking,emotion,and behavior interact and are indispensable.Knowledge is the foundation,and behavior is the most explicit manifestation and ultimate goal.The periphery of the model is specific training methods,which propose how to fully utilize existing resources to support and comprehensively cultivate students’ intercultural communication skills from four levels.The fifth part first responds to three research questions,and then summarizes three major research findings,namely the dual attributes of instrumental and humanistic nature in primary school English teaching,the comprehensive framework that reflects the various elements of intercultural communication ability and their relationships,and the common characteristics presented by the four components of cultivating students’ intercultural communication ability by teachers in primary school English classrooms.Finally,the following inspirations are drawn:firstly,for other primary schools with a wider range,when conducting English teaching,attention should be paid to the cultivation of intercultural communication skills and the implementation of disciplinary education;The second is based on the response of this study to the theoretical framework,using and improving intercultural communication theory through empirical data analysis;The third is to extend the training model constructed in this study to the English classroom practice of other primary schools,further testing the universality of this model.