Experimental Study On The Cultivation Of Senior Middle School Students' Thought Patterns In Cross-Cultural Communication

The coming of globalization and the era of multi-culture has made it more and more frequent for countries all over the world to communicate, so many people are in the language environment of intercultural communication. People with their native language Chinese communicate in language with people with their native language English by various means and through different channels, which is not only of communication of language, but also communication of culture. However, their culture and ways of thinking are not totally the same owing to the difference between these countries. They will inevitablely collide or clash with each other. As to how to achieve the purpose of infiltration and blending in collison and clash, it requires people to possess a deep understanding of foreign culture and the communication ability in the mode of intercommunicaton thinking. Therefore, requirements to develop students' intercultural communication consciousness and basic intercultural thinking and communication ability are made in Compulsory Education Senior English Curriculum Criteria issude by the National educational Commission in 2003. However, with relevant materials, consulted, it is found that positive research about the intercultural thinking ability of students is not rich but scarce.To foster and impover the intercultural thinking ability of senior middle schoolstudents, it is necessary to learn about their actual level and current situation of intercultural thinking ability. After I conducted a questionaire about intercultural thinking ability on the 196 students from three senior middle schools in Linquan County, Anhui Province, I have learned about the present situation of senior middle school students' intercultural thinking ability and the channel through which to acquire intercultural knowledge. Also, I've explored and found out the factors that influence the formation of intercultural thinking ability and therefore sought to find the effective ways to develop and improve their intercultural thinking ability.It shows through the questionaire that the students' intercultural ability is pretty low. It's influential facters lie in the difference in the mode of thinking, the influence of negative shift of one's native language, the insufficient understanding of English cultural knowledge, lack of training and the environment for communication, insufficency of pragmatic knowledge, and the insufficiency to attch importance to it on the teacher's side.According to the problem found through investigation, I have made an exploration of how to develop and improve the intercultural thinking ability of senior middle school students, looking for countermeasures, such as introducing intercultiral knowledge to students, improving the comprehensive cultural quality of the teachers themselves, sysmatic translation and writing training by collecting sentence patterns, accumalation of some English idioms, proverbs and well-known remarks, testing the validity of experiments through the constrast analysis of the writings of students before experiment and after experiment.