A Study On Arabic Language Learning From The Perspective Of Cross-Cultural Intercommunication Arabic Majors Of Northwest University For Nationalities In Tanta University, Egypt

International exchange of education is a product of globalization. Intercultural communication and foreign language teaching are inseparable. Foreign language teaching is not only to impart knowledge, but it is also important to develop students’ communication skills and their ability to use language in cross-cultural communication. The purpose of language learning is largely requiring perfect cultural backgrounds. Therefore, cross-cultural communication has become an important factor which affects the development of foreign language teaching.Cross-cultural communication was first proposed in the book 《The Silent Language)) published by the American cultural anthropologist Edward T. Hall. Cross-cultural communication refers to communication from two or more different cultures of individuals. The study of cross-cultural began from the1950s. In1957, the American linguist Robert Lado had published the influential book 《The cross-cultural linguistics》. In1972and1988, the northeastern United States Foreign Language Teaching Conference (NECTFL) met twice with the theme of cultural teaching. The conferences reach a consensus on cultural education for foreign language teaching and the importance for foreign language learners. More and more foreign language teaching experts consider that understanding of foreign cultures and foster intercultural communicative competence is one of the keynote language teaching and explore cultural teaching from different angles.Since reform and opening, the educational exchanges between China and the Arab countries in the new international environment entered a new stage, The two sides actively establish intercollegiate contact through extensive and frequent inter-school visits, academic exchanges, teacher exchange, student exchange and other means to strengthen the training of personnel.Tanta University, Egypt and the Northwest University for nationalities established interscholastic partnership in June2011.Up to now, our school has started to send five batches of71teachers and students to go to Tanta University, Egypt. Our school also invited more than10experts and professors to teach or carry out short-term academic exchanges. In view of the status and influence of Egypt in the cooperation of education between China and Arab, I focus on research of students of Northwest University for nationalities going to Egypt for learning Arabic as a major.This paper pays attention to the Chinese senior students under cross-cultural communication background through questionnaires and related interviews. I investigated respectively from motivation, learning strategies, language barrier to understanding, analysis of teaching assessment in order to understand their study habits formed under the target language environment and the problems faced in the learning process and find the appropriate solution.The first chapter is an introduction of the purpose and significance of the t hesis papers and research methods. The second chapter summarizes the history and current situation in educational exchanges of China and Egypt.The third chapter is the learning motivation investigation of Chinese students in the the Egyptian language learning center. The fourth chapter focus on strategies of Chinese students in the Egyptian language learing centre (word memory, grammar, oral expression, listening comprehension, reading strategies). The fifth chapter is the analysis of language learning barrier. The sixth chapter is the analysis of teaching assessment. The seventh chapter is the interview of learning experience after returning. This paper aims to enable students to take full advantage of the pure language environment and to take appropriate learni ng strategies more effectively for grasping the basic skills.Scaling for language learning through questionnaires and interviews to analyze and summarize, we derive the following conclusions:1Through at least eight months of studying, the majority of students benefit from Arabic learning environment. The levels of listening, speaking and reading are increased.Indicating the need for cross-cultural communication learning.2Benefiting from the enviromnent and improving the ability to test became the main motivation for Chinese students going to Egypt.3College students’ learning strategies for Arab learning stay on mechanical memory and cognitive strategies,but the application of metacognitive strategies and communication strategies and resource strategy is still relatively scarce.4Linguistic factors and nonverbal factors contributed to the obstacle of understanding, so various improvements are needed to mitigate its impact.5Egyptian dialect is one of the most important factor in improving the level of the pure arabic language which reflects in listening, speaking, writing process.The student require careful discrimination.Those questionnaires are for different grades and levels of students, the content of this paper is detailed and comprehensive and the summary of information and data has also been repeated scrutiny and argument.Therefore, it has the authenticity and reliability.1hope that it can provide a reference for teaching Arabic through a number of professional information and data in this article. At the same time, I hope it can improve Arabic learning skills for lower grade students promoting the efficiency of learning Arabic language.