The Cross-Cultural Conflict Of Xinjiang Central Asian Overseas Students In Class-teaching

Since1984, Xinjiang has welcomed the first foreign-student and then Xinjiangbegan the foreign language of education. More than20years regardless ofenrollment of students on the quality of teaching has achieved some remarkableresults. Xinjiang’s geographical advantage and the similarity of the national language,makes the students come to Xinjiang, especially the students of the five CentralAsian countries the main. Such environment makes Xinjiang’s foreign languageteachers provide the convenience of the study of Central Asian students. To studentsof the five Central Asian countries as a research object, literature, case law andinterviews, to show an instance of class conflict in Teaching Chinese as a ForeignLanguage, and the use of Hofstadter’s theories for these class conflicts. analyze thereasons. The article consists of the Introduction, Introduction to the theory, caseanalysis, thinking, the conclusion of four parts.The Introduction section includes: the research background, the purpose andsignificance of the study, research questions, ideas and methods. The relevanttheoretical introduction section includes the main cultural conflict, class conflict,domestic and cross-cultural communication and foreign language classes TeachingResearch Introduction and Summary of research.Case part of the practice by the author in Xinjiang Normal University this yearthrough classroom observation and interviews collected in the case of class conflict.These cases mostly use the well-known typical examples of foreign languageteachers. I in turn divided into these cases based on the understanding of the interestsof the class conflict, the performance of cross-cultural conflict in the non-verbalcommunication, based on classroom discipline caused by class conflict, class conflictcaused by different teaching methods based on different class conflict caused by theunderstanding of the teaching content.Analyze some of the major five Hofstadter cultural dimensions as a theoreticalbasis., Respectively, from the theory of individualism-collectivism, power distance,and masculine society-the feminization of society, uncertainty avoidance, and timeorientation of the five angles of the case before cultural factors were analyzed, andthe author also draws on the Huo Doll’s situational theory and low situational theoryof this case.The thinking part of the author from the perspective of empathy, the empathyto understand each other’s cultural differences and be able to do mutual tolerance andunderstanding. I also seek common ground while reserving differences, and fullyprepared to maintaining the status quo strategy, foreign language teachers in theculture should not be too preoccupied with, and fully prepared to take a proactiveapproach. The conclusion part is a summary of this article, also made some suggestionsfor Chinese language teachers, and the author’s own research limitations make a noteperfect to clarify the future research direction: Central Asian students; culturalconflict; class conflict.