The Study Of Cross-cultural Education For Non-english Majors In College English Teaching

The rapid development in communication technology and the economicglobalization have made interculture communication of different countries verycommon today. Therefore, the interculture communication has become the thing thatwe have to face in daily life. So we should pay more attention to intercultureeducation. And it will naturally become a unavoidable issue in each countries’ culturaleducation. But our current college English teaching practice is a long-term extensionof the traditional system of a linguistic knowledge-centered teaching mode, focusingprimarily on the cultivation of students’ language ability. Because this teaching stylehas generally overlooked or only given lip-service to the importance of cultureteaching and learning, it has impeded the effective cultivation of students’ interculturalcommunicative competence. As a result, there are many examples of students whohave been learning English for many years being unable to communicate in English,not to mention communicate interculturally.Foreign language teaching should not only focus on listening, speaking, readingand writing, the basic language skills, and we should target to the development ofcommunicative competence, not only to impart knowledge of language skills, butmore important is to develop students’ interculture communication skills. The purposeof education is that students can use what they have learned. That means we shouldimprove the usefulness of our teaching. For the purposes of foreign language teachingis to make students communicate with others successfully after they have learned aforeign language.The thesis aims to answer follow questions:(1) What is the ultimate aim of college English teaching?(2) How can we carry on cross-cultural education effectively?This paper is divided into six parts. First is introduction, the propose of the study,significance, methods and research questions. The second part is chapter two:literature review. And through literature review it identified the feasibility of thisresearch field. Chapter three is talking about theoretical framework. It confirms the tripartite mode of intercultural communication competence (cognitive, affective, andbehavioral) as the leading theoretical framework of this study. The research expoundsthe relationships among language, culture, and communication of the trinity, explicitlypoints out that college English teaching should be based on the development ofstudents’ intercultural communication competence as the goal of intercultural foreignlanguage teaching, and suggests that the cultivation of intercultural communicationability can be achieved only by intercultural teaching. Chapter four is one of the coreparts where the author comes up with the idea that we built the interculturalcommunicative competence training system better, we do the cross-cultural educationbetter. And there is a very detail description about what have just mentioned. Next isthe another core part which recommends some effective strategies for intercultureeducation.As a rule, the last part, chapter six is the conclusion. In this chapter of the thesiswere summarized. The ultimate purpose of cross-cultural education is to arm thestudents with rich cross-cultural knowledge, to develop cross-cultural attitudes ofrespect, tolerance, equality, objectivity, thus enabling students to be open-minded, toform an objective international awareness without prejudice, and to participateeffectively in the international affairs. In addition, the author points out the limitationsand shortcomings of this paper, and that cross-cultural communicative competence istested and other issues still need further study.