Cross-cultural Communicative Competence Research Articles

Cultivating Cross-cultural Communication Competence in Translation Teaching

Cultivating Cross-cultural Communication Competence in Translation Teaching

Effective Teaching of Chinese Nationalization from the Perspective of Cultural Differences

As the process of Chinese language internationalization accelerates, the importance of cultural differences in Chinese language teaching is becoming more and more prominent. Based on the perspective of cultural differences, this paper analyzes the cases of Chinese language learners from several countries and proposes that in country-specific Chinese language teaching, we should pay attention to the introduction of cultural background and social etiquette, and create appropriate language environment and cultural experience according to students' cultural background. By flexibly utilizing a variety of teaching materials and methods, we emphasize the cultivation of cross-cultural communicative competence and enhance the effectiveness and adaptability of Chinese language teaching.

A Study of College English Curriculum Innovation from the Perspective of Cross-cultural Communication

With the acceleration of globalization, cross-cultural communication has become an indispensable part of people's daily life. Effective cross-cultural communication requires an in-depth understanding and mastery of language habits, values and social norms in different cultural backgrounds. However, for a long time, college English teaching in our country has always focused on the imparting of language knowledge, lacking in-depth discussion of cultural factors such as history, humanities, and folk customs of English-speaking countries, which often leads to misunderstandings and obstacles in cross-cultural communication among students. Therefore, strengthening cultural communication in college English teaching will help students understand and use English better, and improve their cross-cultural communication ability. This study focuses on the innovation and practice of college English teaching models in the context of cross-cultural communication. Through an in-depth analysis of the current college English teaching models, it is found that the traditional teaching models have limitations in cross-cultural communication, and cannot meet the needs of cultivating students' cross-cultural communicative competence under the background of globalization. Therefore, this study proposes a series of innovative college English teaching models aimed at improving students' cross-cultural awareness, cross-cultural communicative competence and comprehensive English use ability.

Pengajaran Bahasa Berdasarkan Teori Aktivitas Budaya Engeström: Integrasi Konteks Budaya dalam Pembelajaran Bahasa

This article presents a language teaching framework for understanding how human activities can be influenced by social and cultural contexts. This is because effective language teaching does not only understand the structure and vocabulary, but also understands the cultural context in which the language is used. To understand this, this research uses Engeström's 'Cultural Historical Activity Theory' with a qualitative descriptive analytical approach method, with several research steps, First: Identifying Data. Second: Collecting Data. Third: Analyzing Data. Fourth: Synthesis and Interpretation. For this reason, the aim of this research is to discuss the importance of cultural aspects in language teaching and how this approach can improve students' language skills and cultural understanding. The findings of this research indicate that Engeström's culturally-based activity theory can enhance communication skills through language teaching within cultural contexts. Consequently, students can serve as a positive force in fostering cross-cultural communication competence.

USING INTERCULTURAL COMMUNICATIVE COMPETENCE DIMENSIONS IN MANAGING MULTICULTURAL TEAM PERFORMANCE

This article provides the relevance and effectiveness of intercultural communication competence for managing multicultural teams within Kazakhstan-based international companies. This research seeks to assess project managers and team members’ knowledge, attitudes and skills related to intercultural communication competence. Byram’s model of intercultural communication competence will be utilized with its emphasis on cultural knowledge and attitudes. This study’s significance lies in its focus on cross-cultural management and communication in diverse work environments, using quantitative survey research methodologies conducted among project managers and team members in Kazakhstan international companies. The purpose is to investigate whether project managers and team members from multinational companies in Kazakhstan, operating in diverse cultural settings, possess the ability to identify elements of cross-cultural communicative competence while overseeing their teams and supervising the performance of their subordinates. Data analysis offers insights into intercultural communication competence knowledge, attitudes and skills within their specific context. These findings contribute to existing knowledge on intercultural communication competence and its application in managing multicultural teams, emphasizing the significance of cultural knowledge, positive attitudes toward diversity and effective communication skills for achieving successful project results. Furthermore, the results can provide practical implications for project managers and organizations looking to enhance their intercultural communication competence.

Кросс-культурная компетентность как элемент профессиональной подготовки специалистов в области иностранных языков

This scientific article focuses on cross-cultural competence in education, highlighting the interdependent relationship between language proficiency and intercultural understanding. The authors synthesize theoretical foundations and pedagogical techniques to reveal the multifaceted aspects of integrating cross-cultural nuances into language education. The study presents cross-cultural competence as an essential element of effective communication in a globalised world, rather than a secondary skill. The authors use a holistic approach to examine the complexities of pedagogical strategies that aim to develop cross-cultural communicative competence. These concepts involve the use of innovative technologies and multimedia resources to overcome traditional educational frameworks and model authentic cross-cultural encounters. The article examines the challenges associated with developing flexible competences. The intangible nature of cultural norms and the diversity of students' biographies complicate the process of building soft skills. The article concludes by offering recommendations for improving cross-cultural education and outlining promising trajectories for future research. This study contributes to the debate on the proposed interdisciplinary approach to building cross-cultural competence, combined with the integration of new technologies, which heralds a new era in pedagogy.

Pragmatic Transfer in Second Language Acquisition in Intercultural Communication

Pragmatic transfer refers to the phenomenon where individuals apply the pragmatic rules and conventions of their first language to the second language during intercultural communication. Pragmatic transfer can result in communication failures, thereby affecting the effectiveness and rapport in communication. Consequently, investigating pragmatic transfer is of paramount importance for enhancing cross-cultural communicative competence and instructional quality. Previous research has predominantly focused on the definition, types, causes, influencing factors, and evaluation methods of pragmatic transfer. Nevertheless, there are still deficiencies and controversies regarding how to effectively avoid or reduce pragmatic transfer and incorporate it into foreign language teaching. In fact, research on pragmatic transfer from a cross-cultural communication perspective necessitates both theoretical deepening of the understanding and comprehension of pragmatic transfer and practical exploration of preventive and instructional strategies to enhance the cross-cultural communicative competence of foreign language learners. Therefore, this paper delineates the relevant theories and empirical studies in this field, summarizes the impact of pragmatic transfer on second language acquisition, and aspires that the ensuing conclusions will promote the development of foreign language education.

The Cultivation of Intercultural Communicative Competence in Senior High School Vocabulary Teaching

The cultivation of intercultural communicative competence not only helps students to broaden their international horizons and eliminate intercultural communicative barriers during communication, but also helps to promote cultural exchanges under the background of globalization. In addition, the high school English curriculum standard also puts forward certain requirements for the cultivation of students' intercultural communicative competence, thus it is necessary to cultivate students' intercultural communicative competence in high school English teaching. Adhering to literacy orientation, respect for differences and an ideological basis should be the principles of cultivating intercultural communicative competence. Language is the carrier of culture, and the cultivation of students' cross-cultural communicative competence can be carried out throughout vocabulary teaching by explaining the different meanings of vocabulary, explaining the background cultural knowledge of vocabulary, improving cultural sensitivity through lexical cultural comparison to strengthen students' cross-cultural communicative competence.

Study on the Contribution of Pragmatics to the Development of Communicative Competence from the Perspective of Applied Linguistics

This article explores the contribution of pragmatics in the cultivation of communicative competence from the perspective of applied linguistics. Firstly, the development and definitions of applied linguistics and pragmatics were reviewed, and the theoretical system and core concepts of pragmatics were elaborated. Furthermore, the role of pragmatics in cultivating communicative competence was analyzed, including the cultivation of pragmatic awareness, learning of pragmatic knowledge, application of pragmatic strategies, enhancement of pragmatic competence, enhancement of language appropriateness, and cultivation of cross-cultural communicative competence. On this basis, the application of pragmatics in teaching practice was explored, such as the principles and methods of pragmatic teaching, the development and selection of pragmatic textbooks, and the design and implementation of pragmatic assessment. Finally, the challenges and coping strategies faced in cultivating communicative competence were analyzed. This article aims to provide theoretical guidance and practical reference for the cultivation of communicative competence in the field of foreign language education in China.

Cross-Cultural Communication and Organizational Culture in Forming Organizational Cohesiveness

An organization, in achieving its goals, is propelled by the individuals within it who act as members of the organization. Members of the organization engage in coordination and collaboration, all of which require communication. An organization may consist of a group of people with cultural differences. Cultural differences need to be managed effectively to avoid barriers among members. One form of management is reflected in the members' ability to engage in cross-cultural communication competence. Additionally, organizational culture is a crucial element in shaping a shared meaning system. The integration of all organization members is necessary in achieving organizational goals, especially in situations where there are cultural background differences among members. Cultural differences influence the interpretation and perception processes of organizational members regarding messages and information that arise in the communication process. A cohesive organization is an aspiration that needs to be realized through efforts to strengthen organizational culture and enhance cross-cultural communication competence among all organization members. Cohesiveness represents how organization members are not separated by barriers arising from cultural background differences. This research employs a qualitative method with data collection through document studies. The aim of this study is to uncover the reasons why cross-cultural communication competence and organizational culture are crucial in building cohesiveness within an organization. The researcher conducting this study received funding from the Domestic Master's Scholarship Program of the Ministry of Communication and Information Technology.

Crossing the boundary between logic and context: The inspiration of Wittgenstein’s philosophy for the principled innovation of TESOL

The present study delves into the pedagogical implications of Ludwig Wittgenstein’s philosophical insights, particularly as they relate to the domain of Teaching English to Speakers of Other Languages (TESOL). In his seminal work, Philosophical Investigations, Wittgenstein introduces the notion that linguistic meaning is not immutable but is instead derived from the dynamic and context-specific ways in which language is employed – a concept he terms “language game”. This challenges long-standing, static conceptions of language and offers a novel lens through which to view cross-cultural communication within the realm of college English education. Within the sphere of cross-cultural discourse, interlocutors typically emerge from diverse cultural milieus, resulting in linguistic expressions and communicative practices that are profoundly shaped by their respective cultural norms. Wittgenstein’s model of language acquisition thus provides an intellectual foundation for academic institutions to focus on the impact of cultural variance on linguistic interaction, as well as to foster students’ acumen and adaptability in engaging with various linguistic registers across different situational contexts. This paper elucidates the distinctive aspects of Wittgenstein’s model of language acquisition and delineates its instructive value for enhancing cross-cultural communication competencies in college English, grounded in the theoretical underpinnings of his linguistic philosophy.

A Study on the Influence of Higher Education Foreign Language Teachers’ Intercultural Communication Competence on the Dissemination of Chinese Excellent Culture

Abstract This study employs gray system theory to refine the multiple linear regression model, resulting in the development of the gray multiple linear regression method. Utilizing School A as the primary subject, this approach involves gray scaling the intercultural communication skills of college instructors (independent variable) and the effectiveness of Chinese culture dissemination (dependent variable). This transformation aids in resolving the sequence of whitened background values for each variable. This transformation aids in sequencing the whitened background values for each variable. The regression coefficients are then calculated using the Cholesky method to determine the linear correlation between the variables and assess how intercultural communication skills influence cultural dissemination outcomes. The analysis of the influence of college teachers’ intercultural communicative competence on the effect of cultural transmission found that the language competence of college foreign language teachers is related to “attitude toward learning Chinese excellent culture” (0.432) and “whether it is necessary to teach the idea of Chinese excellent culture in the classroom” (0.503) both have significant correlations. The analytical results of this paper provide a reference basis for promoting the wide dissemination of Chinese excellent culture, as well as a direction for improving the cross-cultural communicative competence of foreign language teachers in colleges and universities.

Formation of cross-cultural competence of future teachers in the context of global discourse

Relevance. Many teachers express their annoyance about the fact that in classroom students are much more diverse than before, linguistically, socially and culturally. In this situation, any effort to get them in one place is a challenging task for teachers of any subject.Purpose. Educating everybody�s children need competence in several areas, including cross-cultural competence. As a solution, cultural competence of teachers has proved its worth to research this field.Methodology. The method of the research is mixed research method. In order to conduct the research, the method of surveys with likert scale, semi-structured open questions, observations and interviews are used. The following research questions provide a direction for the study.Results\Conclusions. Nowadays Cross-cultural competence is practiced in any field including education. The main reason for this phenomenon is the evidence of globalization in society. Intensification of globalization process, removing border limits between countries and development of tourism requires to prepare students with a new skill than before such as cross-cultural communicative competence. Knowing and speaking foreign language is not enough anymore. We have to engage and interact across cultures in teaching and learning or working. When faculty member enters the classroom there are students from diverse cultures. In order to meet students� needs and be successful in educating, teacher should cope with the difficulties which arose by background information of learners.

Retracted: The Cultivation of Cross-Cultural Communicative Competence in English Teaching under the Background of Artificial Intelligence and Big Data

Retracted: The Cultivation of Cross-Cultural Communicative Competence in English Teaching under the Background of Artificial Intelligence and Big Data

“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design

The importance of instructional design competency for university lecturers of English as a Foreign Language in delivering Higher-ordered, Innovative, and Challenging courses within the Golden Curriculum context in China cannot be underestimated. However, research in this area is limited, posing the need for teachers to reskill and upskill themselves to improve their teaching competencies. Therefore, this study aims to develop an instructional design competency framework based on a content analysis of 18 national award-winning instructional designs from the Star Teacher Contest between 2020 and 2022, using NVivo12 software. The framework encompasses four key elements: learning and learners, learning objectives, learning activities, and learning assessment. The findings emphasize the importance of understanding learning theories, employing scaffolding techniques, and catering to learners’ characteristics to support their academic progress. Moreover, the framework highlights the significance of fostering critical thinking and cross-cultural communication competencies, creating challenging yet feasible tasks, and using various assessment tools that incorporate real-life learning outcomes. By using this instructional design competency framework, teachers can enhance their teaching competencies and effectively implement the Golden Curriculum. Furthermore, educational institutions can use the framework to provide targeted support and training to teachers, enabling a successful integration of the Golden Curriculum into their English teaching programs.

On Intercultural Communication in Chinese International Education in the New Era

Cross-cultural communication is the necessity of the development of Chinese international education, the necessity of the development of language teaching theory, and the necessity of the social development for talent demand. The main goal of international Chinese education in the new era is to cultivate the intercultural communicative competence of Chinese learners. International Chinese teachers play an important role in Chinese teaching. In cross-cultural communication, it is the responsibility of Chinese language international education to make both parties behave appropriately, reduce misunderstandings, avoid conflicts, and achieve communication goals smoothly so as to better enhance international understanding. With China's rising international influence, as well as the Chinese international promotion opportunities and challenges, so it is urgent to promote Chinese international education teachers' cross-cultural communication ability, this article through the analysis of the current international situation and challenges, and presents the new characteristics of cross-cultural communication, to discuss how to better develop in the new period of cross-cultural communicative competence.

Cultivating and Exploring Students' Intercultural Communication Skills in Middle School English Teaching under the Perspective of Cultural Confidence

The English Curriculum Standards for Compulsory Education (2022 Edition) (from now on referred to as "the new standards") mentions students' intercultural communication many times in the curriculum objectives. Under the requirements of the new standards, teachers should pay attention to cultivating students' intercultural communication awareness and ability. In the era of economic globalization, diversified modes of thinking, and information networking, the practice and exploration of cultural self-confidence have become vital prerequisites for cultivating students' cross-cultural communicative competence. Therefore, this paper explores the enhancement and development of junior high school students' intercultural communicative competence from the aspects of the meaning of intercultural communicative competence, the problems and challenges encountered in cultivating students' intercultural communication, the current situation of the cultivation of junior high school students' intercultural communicative competence, the necessity of improving junior high school students' intercultural communicative competence, the principles of the cultivation of junior high school students' intercultural communicative competence, as well as the strategies of the cultivation of junior high school students' intercultural communicative competence.

A study on intercultural adaptation of international students in universities from the perspective of cultural understanding

This paper aims to sum up some experiences in international student enrollment and management, so as to provide some experience reference and intelligent support for the international student work in universities. From the perspective of pedigree, this paper tries to answer and analyze the following three questions: the current situation of learning adaptation of Chinese students in Thailand, the dynamic influence process of different educational factors on learning adaptation of Chinese students in Thailand, and the improvement strategies of learning adaptation of Chinese students in Thailand. In this study, Krirk was tested by the cross cultural sensitivity scale designed by the American cross-cultural communication scholars Starosta and Chen Guoming, the cross-cultural awareness scale designed by K. Ushner, and the cross-cultural communication competence scale questionnaire designed by Spitzberg and William. A questionnaire survey was conducted among 58 universities by students. The results show that (1) there are significant differences in digital variables such as grade and language classification in cross-cultural awareness among Chinese students in Thailand; (2) There are significant differences in cross-cultural sensitivity of Chinese students studying in Thailand and on demo variables of language placement; (3) There are significant differences in demographic variables such as gender and grade in intercultural communication competence of Chinese students studying in Thailand; (4) There is a significant positive correlation between intercultural awareness and intercultural communication ability of Chinese students studying in Thailand, and intercultural awareness has a positive predictive effect on intercultural communication ability; (5) There is a significant positive correlation between cross-cultural sensitivity and cross-cultural communication competence of Chinese students studying in Thailand, and cross-cultural sensitivity has a positive predictive effect on cross-cultural communication competence.

Cultivation Mode of Cross-cultural Communication Competence in the Context of First-class Curriculum Construction

Cross-cultural communication competence (CCC) has become an important task of foreign language education in colleges, and how to build a practical CCC cultivation model in the context of first-class curriculum construction has become a key issue in foreign language teaching. Taking the applied college Moutai Institute in Western China as an example, this paper discusses the construction of CCC cultivation model in the new era, taking into account the reform and practice of college English teaching and the problems of CCC cultivation in the current teaching situation, in order to improve students' cross-cultural communication awareness and CCC while promoting teaching reform.

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

With the development of globalization and the surging demand for foreign language talents, it is particularly significant to foster intercultural communicative awareness and enhance intercultural communicative competence. Undoubtedly, English reading serves as a crucial part of English learning, and improving the ability of English reading is also one of the important ways to cultivate students' cross-cultural communicative competence. However, both linguistic and non-linguistic differences between Chinese and English create cross-cultural barriers to English reading. Therefore, this paper probes into the training strategies for college English reading ability from the perspective of cross-cultural communication, so as to better train college students' cross-cultural English reading ability and further improve the teaching level of college English reading. All in all, this paper has indicated that teachers should not only introduce some cultural context to learners, but also help build up their cross-cultural awareness in foreign language teaching. Only by combining these two steps mentioned above can the purpose of cross-cultural communication be exactly achieved.