A Research On The Influence Of Process Cultural Teaching On The Cross-cultural Communicative Competence Of High School Students

With the development of globalization,the gap between countries,nations and regions is narrowing and the contact and communication between people are expanding.The cross-cultural talents are urgently needed in the context of globalization.At the same time,The China's English curriculum standards for ordinary senior high schools(2017)also clearly puts emphasis on the cultivation of students' intercultural communication competence(ICC).In this context,it is far from enough for high school English teaching in our country to only make students memorize words,understand grammars or pass exams.Instead,it should put cross-cultural teaching into the syllabus and improve the effectiveness of cross-cultural teaching.However,traditional cultural teaching pays more attention to the transmission of scattered cultural knowledge and it can't meet the need of cultivating students' intercultural communication ability.In view of this situation,this study attempts to apply the process-oriented cultural teaching approach to high school English classes to explore its effectiveness in cultivating high school English learners' ICC.This study takes 100 high school students as the research object and explores the impact of process-oriented cultural teaching on high school students' intercultural communication competence from the three dimensions of ICC: cognition,emotion and behavior.The study aims to answer the following two research questions:(1)How effective is the process-oriented cultural teaching approach in the cross-cultural communicative competence of high school students when compared with the knowledgeoriented cultural teaching?(2)What is the students' attitude towards the process-oriented cultural teaching approach?Research data was collected through three research methods employed in this study which are experimental method,questionnaire survey and interview.Through the statistical analysis of the data,the following results are obtained:(1)Process-oriented cultural teaching is not more effective than knowledge-oriented cultural teaching in improving students' cognition of intercultural communication competence,but it can correct the cultural stereotype of students to some extent.However,its effect on improving students' emotional and behavioral dimensions of intercultural communication competence is better than knowledge-oriented cultural teaching.(2)Process-oriented culture teaching can improve students' interest and enthusiasm in learning English.Data analysis shows that students' interest,class participation,learning enthusiasm have been improved.Moreover,the students have a supportive and positive attitude toward the process-oriented culture teaching.Based on the findings above,the following suggestions are tentatively provided: first,though process-oriented cultural teaching advocates independent and cooperative learning,considering students' different learning abilities,the teachers' guidance can't be ignored.Second,considering the respective advantages of the two approaches,a combination of process-oriented cultural teaching with knowledge-oriented cultural teaching is suggested,which should be carried out with flexibility.Third,when using the process-oriented cultural teaching approach,especially when assigning tasks,students' different English levels should be taken into consideration.