The Study Of Junior Middle School English Teaching To Cultivate Students' Cross-cultural Communicative Competence

With the further rapid development of globalization,China temporizes the tide,focusing on the construction of “one belt one road”,and promotes the new platform of all-round opening-up,which strengthens the intimate communications between China and other countries in the world,enabling the intercultural communicative activities among Chinese and other people get more and more frequent.During these intercultural communications,English,as a lingua franca,plays an important role.Meanwhile,the intercultural communicative competence(ICC),as a part of core competence of English displine,has become an important instruction aim in English teaching under the new era.In 2017,the Ministry of Education has stated in English Curricular Standards in the Phase of Compulsory Education: teacher should not only pay attention to the cultivation of language knowledge and skills but also the development of cultural awareness,especially help improve students' understanding and tolerance towards different cultures,thus gradually improve their ICC: they can correctly identify and understand the behavioral functions of different cultures;are familiar with people's daily habits and speech behaviors under different cultural backgrounds;know the connotative and denotative cultural meaning lying in the English vocabulary.English teaching in junior high school can help students consolidate their knowledge acquired in primary school,and prepare for the further study in high school.Therefore,it is significant to cultivate students' ICC in junior English teaching.To explore the status of the cultivation of students' ICC in junior English teaching,identify the existing problems during the process and find some effective strategies to cultivate students' ICC in junior English teaching,this study has employed four methods,including the study of literature,questionnaire,interview and classroom observation.The questionnaires have been conducted on the 389 students from different grades in X middle school of Nanjing and 30 teachers from different grades;the interviews has been on 9 teachers and the classroom observation has selected 45 lessons.The findings suggest that there exists some problems in the cultivation of students' ICC in junior English teaching: there is still a gap between the actual level of students and the goal of cultural awareness;the existing view of English learning lacks intercultural awareness;teachers have insufficient understanding of interculturalteaching;teachers' intercultural teaching lack systematic planning;teaching activities are lack of fun and interest.These problems are caused by many factors,including the Ministry of Education(the academic evaluation system does not involve ICC;the intercultural teaching training for teachers hasn't been provided);the school(influenced by the traditional education and teaching ideas;limitations of classroom teaching environment);the teachers(limited to practicability and be reluctant to carry on intercultural teaching;theoretical knowledge is hard to instruct intercultural teaching;the new teaching method is uncertain and challenging)and the students(English learning capability is poor;lack of experiences of transforming intercultural knowledge into intercultural behavior).Based on the results,the author makes an in-depth analysis and puts forward corresponding strategies from three aspects: the Ministry of Education,the teachers and the students.The Ministry of Education should perfect the system of academic evaluation and implement the goal of cultivating intercultural communication competence in every link;Provide intercultural training for English teachers.Schools should renew their teaching philosophy to cultivate intercultural communication students;Create an atmosphere of intercultural teaching and learning to help cultivate ICC;Establish the instruction community to provide a full support for teachers' intercultural teaching.Teachers should update their concept of education and exert educational function of English teaching;Actively take part in teacher's training to improve personal cultural ability and intercultural teaching ability;Utilize the elements in the textbook related to culture to strengthen the bonding between language teaching and intercultural teaching;Cultivate students' intercultural consciousness and the ability to conduct intercultural learning independently;Employ a variety of teaching methods to improve the quality and interest of intercultural teaching and organize extra-curricular activities reflecting culture to draw the distance close among the students and the intercultural communication activities.Students should reconsider the purpose of learning English and treat language knowledge learning and cultural learning equally;Aim for the talents of intercultural and actively take part in cultural learning;Strengthen the cultivation of the autonomous learning ability to acquire further development of ICC.