Cross-cultural Communicative Competence Research Articles

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.

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.

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.

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.

Enhancement of Academic Performance through Developing Cross-Cultural Communicative Competence: A Case Study of Students Majoring in Economics

Background. The article questions the possibility to increase the level of foreign language command through developing cross-cultural communicative competence (CCC) in students of non-linguistic universities. Despite extensive literature on intercultural communication, there are obviously gaps in investigating the way it can and should be built and the potential impact it may have towards students’ academic performance in general. 
 Purpose. The paper aims to find out the possible correlation between the level of CCC formation and a command of a foreign language in general. To pursue the goal, an in-depth research into the CCC structure was carried out and the idea to simultaneously develop all its components was proposed.
 Method. The paper reports on the results of the mixed-method research aimed at gathering the data and evaluating them both qualitatively and quantitatively. Senior students of the Higher School of Economics, Moscow, Russia, were selected and divided into the control and experimental groups with the subsequent training on the pre-designed curricula, with a primary focus on developing all the components of the CCC in the latter. To assess their performance, the method of experimental verification, self- and peer evaluation, educational observation, questioning method were employed. In-depth data analysis and verification provided post-active phase of the experiment conducted.
 Results. The results of the carried-out experiments, first, proved the hypothetical assumptions on the efficiency of developing all the four CCC simultaneously and, second, showed that the targeted CCC development contributes to improving foreign language acquisition in general, which is supported by the increase in 5 out of 6 didactic units of the final testing where the experimental group participants surpassed the students in the control group. 
 Conclusion. The study provides evidence for the impact CCC development has on the linguistic communicative competence. The devised methodology can be borrowed and customized for teaching foreign languages to university students and, in particular for developing intrinsic motivation through CCC. Further, future research should address particular components of the CCC.

Cultivation of Cross-cultural Awareness and Cross-cultural Ability in the New Era

As we all know, various factors are hindering people's effective cross-cultural communication. An understanding of the self, socio-cultural roots, inherent concepts and prejudices, as well as the local and global dimensions of culture, helps to be faithful to the practice of communication, but they may also be shackles that fetter people's effective communication. Personal appreciation orientation and empathy are the main factors of personal cross-cultural management ability. On this basis, the construction of cross-cultural competence needs to go through a gradual process from recognition to transcendence. The skills needed to adapt to a new culture will eventually be developed in this process. As socialism with Chinese characteristics enters a new era, China is facing huge challenges and opportunities. Intercultural communication is increasingly frequent, and the role of intercultural communication ability is prominent. In order to make young people in the new era aware of the positive impact of cultural values and enjoy the joy of multiculturalism, it is necessary to create a cross-cultural "third space" in foreign language teaching in the new era, and achieve the goal of cultivating cross-cultural communicative competence by building a cross-cultural foreign language teaching system.

The Cultural Worldview of Filipinos through Philippine-English Proverbs

Proverbs are linguistic expressions of cultural truths about people’s values and beliefs handed down from generation to generation. Thus, for cross-cultural communicative competence and effective social interactions with Filipinos, understanding their proverbs would be essential for those working or interacting with Filipinos. This study investigated Filipino proverbs written in the Philippine English language to find the most prevalent proverb themes or topics that reflect the Filipino cultural worldview. The data were analyzed quantitatively and qualitatively, using content analysis. The quantitative results showed that Filipinos tend to believe in Heaven, Life and Death, and Evil, respectively. The proverbs also depicted the robust worth of family relations and friendships. Qualitative results showed that some Filipino proverbs have corresponding ones in British English whereas a number of them do not, for they have culture-specific denotations and/or connotations. Additionally, reconsidering the genres or topics of certain proverbs was recommended. The findings also led to implications to teaching English as an International Language, a Lingua Franca, or a Foreign Language, including cross-cultural communication.

Innovative Research on the Cultivation of Cross-cultural Business Communication Competence from a Multi-dimensional Dynamic Perspective

As an essential skill in global economic communication and world business communication, intercultural communication competence is crucial to enhance China's international influence. Therefore, this paper proposes an innovative research on cross-cultural business communication ability cultivation from a multi-dimensional dynamic perspective. Based on the current situation and necessity of the cultivation of intercultural business communication ability in China, this paper proposes three innovative strategies for the cultivation of intercultural business communication ability, namely, restructuring the cultivation system, enriching the cultivation mode, and following the effective cultivation principles, to provide reference for the development of students' comprehensive English ability.

Monitoring of the Non-Linguistic University Student’s Cross-Cultural Communicative Competence Model

Monitoring of the Non-Linguistic University Student’s Cross-Cultural Communicative Competence Model

Karakteristik Kompetensi Komunikasi Lintas Budaya Pada Konselor Sekolah

Intercultural competence is a very complex concept with many levels and perspectives. The role of cross-cultural communication competence in the school environment is very important. The existence of students from various cultural backgrounds complements cultural diversity. Cross-cultural communication competence in this study refers to the objectives of: 1) measuring students' cross-cultural communication skills in classical guidance services; and 2) knowing the level of cross-cultural communication skills possessed by students. Questionnaire measurement involves five important aspects, namely 1) Attitudes, when interacting with other people; 2) Knowledge; 3) Interpreting and associating skills; 4) Discovery and interaction skills; and 5) Critical cultural awareness. This research uses descriptive quantitative survey method. The implementation of this research at SMA/MAK Palembang city consisted of 528 subjects. The results of this study are a) cross-cultural communication competence of high school/MAK students in classical guidance services is measured using a questionnaire that has been tested for validity and reliability; and b) the level of cross-cultural communication competence of SMA/MAK students with a percentage of 57% is in the medium category.