英语论文网

actual teaching students' intercultural communicative competence , specific measures are as follows :

3.1 teachers must change their ideas
In our current education system, foreign language teaching she has only been in the classroom , the teacher plays an absolutely dominant role. If teachers only focus on grammar and vocabulary teaching , students can not learn the practical application of the language, can not get the ability to cross-cultural communication . Therefore , teachers must teach to change their ideas , and effectively recognize the dangers of cultural conflict and the importance of students' intercultural communication ability. At the same time , teachers should enhance learning, improve their overall cultural quality, the only way to fully grasp the amount and degree of education and cultural knowledge of English , as well as specific steps and methods of teaching in order to achieve the desired purpose of teaching .

3.2 improve existing teaching methods
Has been the focus of college English teaching are placed on imparting knowledge of the language , while ignoring the development of intercultural communicative competence . Learning To change this situation, we have to improve teaching methods, both in quality and quantity to be controlled culture of the classroom teaching , and make full use of modern teaching methods ( movie projector, Internet, etc. ) to mobilize students enthusiasm. In addition you can also organize seminars to meet the students' desire for knowledge, cultivate intercultural communication competence with higher talent . But it is worth noting that , in the improvement of teaching methods, be sure to make new content and language knowledge students have learned in close contact , and closely integrated with language communication practices.

3.3 Training importance of non-verbal communicative competence
Nonverbal communication is also an important method of communication , refers to the use of non-verbal communication and understanding the behavior of process information in a particular situation or context, they are not real language units, but sometimes in life and was able Communication express more strongly than the meaning of the language , some of the non- language-specific behaviors often represent specific meaning in cross- cultural communication must be valued. Non-verbal culture of Chinese and very different connotation . For example, the Englishman believes that " silence is golden " that silence contains a wealth of information , and even " The silence sound ", while English-speaking countries people are quite uncomfortable. When Westerners talk , the listener usually a long time watching each other's eyes , to show seriousness and respect for the listener to the speaker , but in the British view, this is a rude behavior , because the British are not used stared at each other for a long time to look up .

3.4 guide students extensive contact with Western culture material
In college English teaching hours are very limited , but students in the school have sufficient disposable time , and therefore can not rely solely on teaching in the classroom to foster cross-cultural communication skills, teachers should guide students to use a wide range of extra-curricular time to read the Western English literature, newspapers, magazines and news commentary and other materials, which absorb cultu