English papers on cross-cultural communication

With the continuous development of science and technology and the acceleration of globalization, more and more people have more opportunities to communicate with people from other countries. Nowadays, this kind of cross-cultural communication has become inevitable and even frequent. The following is an English model essay for cross-cultural communication that I compiled for you. Welcome to read the reference!

Attention should be paid to the differences between China and the West in cross-cultural communication.

Due to the completely different cultural traditions and customs between China and the West, people's lifestyles, thinking habits, values and language habits are very different, and there are obvious differences in many daily behaviors in daily communication activities. In the cross-cultural communication between China and the West, cultural conflicts are common, which seriously affect social harmony and smooth communication, leaving both sides in a very embarrassing situation. Before people communicate in this cross-cultural environment, they must understand each other's cultural customs and historical background, so as to avoid the embarrassing situation in cross-cultural communication. Therefore, it is necessary for us to find out the deep-seated reasons and take certain measures to cultivate cross-cultural communication ability and avoid cultural conflicts. Under the background of globalization, the collision, communication and integration of different cultures are unstoppable. Understanding the differences and cultural conflicts between Chinese and western cultures is the basis of cross-cultural communication and improvement, which is conducive to the exchange and cooperation between Chinese and western cultures and to the development of world culture.

Paper Keywords: cross-cultural communication, cultural conflicts, cultural differences between China and the West

Due to the development of global economic integration, various communication activities between people with different cultural backgrounds are becoming more and more frequent. With the rapid economic development and increasing cultural influence of China in the 20th century, international exchanges and cooperation with English-speaking countries have become more frequent and extensive. Cultural exchanges and tourism are booming, and the number of wholly foreign-owned and joint ventures is increasing, and economic and cultural exchanges with international personnel are increasing. At the same time, there are more and more opportunities for China students to go abroad for exchange and further study. With the increasing frequency of international cultural exchanges, English, as the universal language of the international world, plays an important role in politics, economy and culture. With the gradual deepening of China's opening to the outside world, more and more people and things in western society have come into our sight. In this case, cross-border, cross-ethnic and cross-cultural economic and social exchanges are increasing day by day, which provides us with many opportunities to contact and communicate with westerners, which is a good thing to deepen China's understanding of the West. However, this is not a simple matter, because we are facing a strange culture and country.

Cultural differences will be reflected in all aspects. We should realize that the cultural differences between China and the West cannot be ignored and changed, and we should accept, respect and understand them. In the process of cross-cultural communication and dealing with practical problems, avoid cultural conflicts, so as to carry out cross-cultural communication smoothly. The way of thinking, living habits and behavior in western countries are very different from ours. In the process of communicating with them, cultural conflicts will inevitably occur. In cross-cultural communication, the differences between Chinese and western cultures will cause various cultural conflicts. Therefore, it is obvious that it is very important to understand the differences between Chinese and western cultures.

( 1)

Language is the carrier of culture, and people of different cultural groups have great differences in values, ways of thinking, customs, moral standards and so on. In the use of English, cultural background also plays a considerable role. Due to the lack of understanding of western culture, many people in China use China's traditional cultural concepts and modes of thinking for thousands of years when communicating with people from western countries, which often makes the communication between China and the West in an embarrassing situation. In short, ignoring the knowledge about the cultural differences between China and the West will often lead to traps in cross-cultural communication, which will lead to communication failure and embarrassment. From the perspective of social development, after China entered the WTO era, with the further opening of China, China people have more opportunities to understand western culture and realize the communication between China and the West. Therefore, it is very necessary to understand the differences between Chinese and western cultures for cross-cultural communication with westerners, and it can also avoid cultural conflicts caused by cultural differences in cross-cultural communication.

(2)

Paying attention to the significance of cultural differences between China and the West will first help students understand the connotation of English language more deeply, better master English, a widely used language, better understand western countries, better accept advanced western science and technology, and serve the construction of the motherland. Second, paying attention to the cultural differences between China and the West will help to solve and avoid conflicts caused by cultural differences, so as to better integrate into the world, let the outside world know more about our country, improve our international status and give full play to our international role. Third, paying attention to the cultural differences between China and the West is beneficial to our own language learning. In learning, the comparison between Chinese and English cultures will help students to understand and master China language more accurately and deepen their understanding of China culture, which in turn will promote our understanding of English culture.

Facing the increasingly open society, contemporary college students must actively participate in cross-cultural communication while deepening their own cultural understanding, actively understand each other's cultural characteristics as much as possible, and strive to cultivate themselves into modern people with multicultural ability and good cross-cultural communication ability. While maintaining its fine tradition, we must actively absorb the good aspects of foreign cultures, so that we can carry out cross-cultural communication smoothly and effectively.

References:

Hu Wenzhong. Introduction to intercultural communication. Beijing: Foreign Language Teaching and Research Press, 1999.

[2] Du Xuezeng: A Comparison of Chinese and English Cultural Customs, Beijing: Foreign Language Teaching and Research Press, 1999.

[3] Yan Chuanhai, A Comparative Study of English and Chinese Lexical Cultures, Shaanxi: Jiaotong University Press, 2008.

[4] Nie Miao. English teaching and the cultivation of cross-cultural awareness [J]. Examination Weekly, 2009.

[5] Luo Changpei. Language and culture [M]. Beijing: Language Publishing House, 1989.

[6] Chen Jianmin. A new probe into language, culture and society [M]. Shanghai: Shanghai Education Press, 1989.

On Cross-cultural Communication English 2 English Reading Teaching from the Perspective of Cross-cultural Communication

English, as the most widely used international language, has strong practicability, and it is also a compulsory course for colleges and universities to cultivate comprehensive talents. English is an instrumental language, and the ultimate goal of its teaching is to cultivate students' intercultural communication ability, and English reading teaching is one of the important forms of English intercultural communication. This paper first discusses the necessity of cross-cultural awareness in English reading, then analyzes the cross-cultural obstacles in English reading in detail, and finally puts forward English reading teaching strategies from the perspective of cross-cultural communication, hoping to bring help to relevant workers.

Keywords: cross-cultural communication perspective; English reading; English education

Reading involves a wide range of knowledge and information, including a large number of historical geography, customs and values of the source language. The essence of English reading is the written cross-cultural communication between readers and writers through language. Therefore, under the influence of different cultural backgrounds, various obstacles will inevitably appear in the process of cultural exchange, which will restrict cultural exchange to some extent. Therefore, it is necessary to cultivate students' cross-cultural awareness in English reading teaching.

The necessity of 1 cross-cultural awareness in English reading

Cross-cultural communication refers to the process of communication between people from different cultural backgrounds. Language factors in cross-cultural communication are manifested in vocabulary, syntax, discourse and so on. Non-linguistic cross-cultural communication is manifested in values, ways of thinking and social customs. English teaching is an important teaching subject in quality education and all stages of education in China, but most English learners lack opportunities for direct cross-cultural communication, so English reading has become an important part of cross-cultural foreign language teaching. In the traditional English reading teaching, both teachers and students believe that to improve reading level, they must master rich vocabulary and grammar knowledge. However, most students will have the following problems in actual reading: students will read the new words and grammar knowledge in the article after checking it clearly through reference books, but they still don't know what to say after reading the article, which is a direct manifestation of the lack of cross-cultural knowledge as reading support. Vocabulary and grammar knowledge can be found and explained through reference books, while cross-cultural knowledge needs long-term subtle cultivation.

2 Analysis of cross-cultural barriers in English reading

2. 1 language factor

1) vocabulary

In English reading, vocabulary is the main factor that can directly reflect the relationship between culture and language, and grammar is the second biggest factor. Some words in English not only have superficial meanings, but also have different meanings in different language environments. For example, peacock is regarded as a symbol of good luck in China culture, while peacock means to show off and be proud in English. If students don't know the specific meaning of similar words in the source language, they will form certain obstacles in reading. Besides some simple nouns, proper nouns in English reading can also confuse students. For example, UncleSam refers to the American government, not a man named Uncle Sam.

2) Proverbs

Proverbs are the cultural essence of a nation and a language. Authentic English articles often contain a large number of proverbs, which will be misinterpreted without clear understanding. There is a proverb in English. Speakofdevilanddev？ Ildosham? . Is this sentence in Chinese? Speak of the devil? Express delivery. If learners can't understand these idioms, it will directly affect the reading effect.

3) Discourse

English reading is often expressed in the form of discourse, and learners should understand the cultural background of the whole article when reading English articles. As we all know, there are great differences in thinking patterns between China and westerners, so the structure of articles in western works will make readers unable to find the main idea of the articles.

2.2 Non-linguistic factors

The core of cross-cultural communication is values, and it is the basic requirement for learners to understand the differences in values between their own culture and the source language culture to improve English reading efficiency. When reading, learners often use their own values to understand the article, which leads to the inability to really understand the author's real thoughts and affects the reading effect; Westerners usually use deduction when writing, while China usually uses induction when writing. These two bad thinking patterns will make it difficult for China learners to grasp the central idea of the article when reading English. When reading, learners often use stereotypes to understand articles. For example, Asians think Americans are more open and Americans think Asians are more frugal, so reading with stereotypes will lead to misunderstanding of the article.

An Analysis of English Reading Teaching from the Perspective of Cross-cultural Communication

3. 1 The introduction of cultural knowledge into English reading class should follow the principles of systematization, compactness and practical principles, so teachers should strictly follow this principle when designing teaching plans.

1) Introduce the relevant cultural background before reading teaching.

The background of reading articles generally includes social system, historical background, historical geography and religious belief, so English reading teachers are required to have rich cultural background and cross-cultural sensitivity. When introducing relevant cultural backgrounds, teachers can compare the cultural differences between China and the West by contrast, and display cultural materials to students intuitively in different forms, thus improving students' reading effect.

2) Introduce cultural knowledge such as vocabulary, proverbs and texts into reading teaching.

Generally speaking, the cultural introduction of vocabulary mainly adopts comparative method, that is, comparing the specific connotation of the same vocabulary in Chinese and western cultures to help students understand and remember vocabulary. You can introduce idioms to students by telling stories or videos, which can deepen their understanding [3]. The introduction of discourse structure culture can adopt the way of group discussion, so that students can share different understandings under different thinking modes and gradually develop their English reading thinking.

3) Cross-cultural knowledge consolidation after reading teaching

Knowledge consolidation is a necessary step to deepen understanding and memory, so teachers can guide students to do some practical training to consolidate knowledge after reading. Specific practical training includes oral training, followed by written training. Oral training has many forms, such as role-playing and oral retelling, so that students can increase nonverbal behavior on the basis of understanding the article, thus effectively improving cross-cultural communication ability; The content of written exercises includes making sentences, translating or writing by using the learned cultural knowledge. This form of practice can not only improve students' written expression ability, but also improve students' innovative ability.

3.2 Enhance students' autonomous learning ability

Students are the main body of English reading teaching. Teachers should guide students to realize the cross-cultural factors in reading and cultivate their awareness and ability to actively solve cross-cultural obstacles.

1) constantly improve the scope of their language knowledge.

A reading article involves a lot of language knowledge, so it is an inevitable requirement for readers to have solid language knowledge to improve their English reading ability. Students should take the initiative to read through the article before reading class, mark the words and grammar they don't understand one by one and consult relevant materials. Secondly, we should master certain reading strategies and skills, so that we can quickly understand the main idea of the article when reading English.

2) Establish cross-cultural awareness

Establishing cross-cultural awareness is the basic premise to improve students' cross-cultural communicative competence in English reading. Only when they have high cross-cultural sensitivity can they realize the existence of cross-cultural phenomena when reading articles and understand the meaning of articles with objective and understanding psychology. When reading, readers should try to avoid using Chinese thinking to understand articles, so as to continuously improve their English reading efficiency and cross-cultural understanding ability.

3) Improve the ability of autonomous learning.

Autonomous learning ability is the continuous motivation for students to improve their intercultural communication ability in English reading. In order to increase the breadth of English cultural knowledge and improve English reading ability, it is far from enough to rely solely on the teacher's classroom explanation. Therefore, students should keep reading relevant cultural knowledge after class, consolidate and expand their knowledge, and lay a solid foundation for improving their English reading ability and intercultural communication ability.

4 conclusion

The improvement of English reading ability is a key part of improving students' English ability. It is also one of the important ways to cultivate students' intercultural communication ability. Therefore, English reading teachers should constantly cultivate students' cross-cultural awareness, introduce English culture well, and increase students' English cultural knowledge and learning ability, so as to continuously improve students' English reading ability and cross-cultural communication ability.

References:

Yao Yichen. A case study of cultural infiltration teaching design in senior high school English reading teaching [D]. Tianjin Normal University, 20 15.

[2] Meng Qiaoling. Cultivation of students' awareness of cross-cultural communication in senior high school English reading teaching [D]. Northwest Normal University, 20 14.

[3] Yang Guihua. Cultivating non-English majors' intercultural competence in English reading teaching [D]. Shanghai International Studies University, 20 12.

[4] Yi Zhu. Study on the teaching practice of English reading course for five-year higher vocational nursing students' intercultural communicative competence [J]. English Square, 20 15, 12: 80-8 1.

[5] Jiang Juejing. On the cultivation strategies of intercultural communicative competence in English reading teaching [J]. English Square, 2016,4: 83-84.