Case Analysis Of Chinese Language Learner’s Intercultural Communication In Eurasian University, Kazakhstan

There are similarities and differences among cultures. In cross-cultural communication, differences play a dominant role. To study cross-cultural communication can increase our cognition and the understanding of the world. We should not take what we thought for granted and should not judge others through our perspective. To understand different perspectives can expand our understanding.Meanwhile, if we ignore or avoid differences, or if we are unwilling to communicate with people who have differences, we will be hindered by obstacles in the future.The text is divided into seven chapters. Chapter One is introduction an analysis of the background and expatiates the purpose and meaning of the topic. Chapter Two is literature review, combined with the intercultural communication research results at home and abroad also have the discussion of the research design, research method,case analysis and questionnaires. Chapter Three summarizes the theoretical basis of cross-cultural communication. Chapter Four is case analysis of teacher Chapter Five is case analysis of students. Chapter Six provides strategy and thinking on the basis of previous chapter. Chapter Seven is the conclusion.This thesis mainly discusses the cross-cultural communication barriers. It argues that causes of cross-cultural obstacles mainly cover three aspects: First comes misunderstanding in thinking. It ignores the existence of differences. Second comes stereotype. When people have a preconceived impression on others, cultural differences are unavoidably related to stereotypes. Third is ethnocentrism which is related to bias and standards of one’s own culture.This thesis attempts to explain the problem of cultural differences and related barriers in cross-cultural communication. It is argued as follows. Firstly, the teachers should not be dependent on intuition as it may lead to cross cultural miscommunications. It is recommended that new norms be adjusted. Secondly,foreign Chinese learners are expected to participate actively in cultural activities so as to enable them have better understanding of the Chinese culture. Thirdly, the teacher should respect the students and adopt feasible teaching methods to inspire the students.