Central Asia To Xinjiang Students After-school Life Of Cross-cultural Conflict Investigation And Analysis

In recent years, with the rapid development of a foreign language education, also increasing the number of students in China, channels more widely. Xinjiang because of its unique geographical location and unique cultural advantages to attract a large number of students learning to Xinjiang. To Xinjiang students come from the five Central Asian countries, but because of different cultural backgrounds, lifestyles, to Xinjiang students in learning and life encounter many problems and not suited to the Central Standing Committee.In this paper, the five countries of Central Asia, Xinjiang Normal University International Cultural Exchange School students for the study, to interviews, observation, questionnaire method for the study of Central Asia to Xinjiang students after school life phenomenon of cross-cultural conflict research. Through cross-cultural phenomenon of conflict in Central Asia, Xinjiang Normal University, students in school after school life had to investigate and use Hofstede’s cultural dimensions model, the theory of knowledge, such as high and low context Hall classified and analyzed, able to help the students from their own areas faster and better adapt to the new environment in order to integrate more effectively learn Chinese, as well as provide some information for students management. And for cross-cultural conflict phenomena thinking, cross-cultural analysis of the causes of conflict in Central Asia to Xinjiang students school life, and make appropriate recommendations to facilitate the school actively guide students adjust management strategies to better help students improve the quality of life after school.This paper is divided into five parts, the first part is the introduction, the author describes the current global Chinese learning environment look scholars on cross-cultural conflicts and cross-cultural conflicts in Central students research information on the article involved in cross-cultural conflict and school life, such as a definition of the term; the second part is the cross-cultural context of Central Asian students after school life stories and interviews with cross-cultural conflicts findings demonstrate, through observation and interviews, a total of ten cases of typical formation of effective classified display cases and in This section also shows the overall findings of cross-cultural conflict questionnaire; third part cross-cultural background of students after school life phenomenon of cross-cultural conflictattribution analysis, I use Hofstede Cultural Hall latitude mode and level of language environment and other related theories of the case and the results of the questionnaire attribution analysis; fourth part is thinking of solving cross-cultural background of students cross-cultural conflict in school life, the author mainly from the students self-management, teacher and classroom teaching and management bodies of three dimension, from the "body double" educational theory, classroom language teaching and culture teaching, teachers and students as well as the construction of flexible communication and dissemination of Chinese strong cross-cultural force five angles to think and make recommendations; The fifth part is the conclusion of this article, in The conclusion the author summarizes the lack of research and the future prospect of learning a job.