Cross-cultural Communication Skills Research Articles

Study of the Presentation of Cultural Elements in the PEP English Textbooks for Junior Middle Schools

With the increasing impact of globalization, the cultivation of cultural awareness and cross-cultural communication skills has become more and more important in English teaching. Textbooks play a crucial role as materials and carriers for English teaching. The way in which Chinese and foreign cultural elements are distributed and presented in textbooks can significantly affect students' learning of cultural knowledge and the development of their cultural awareness. To enhance students' cultural awareness, this study analyzed the cultural elements in PEP English textbook for junior high schools. The statistical results indicate that this textbook predominantly features Chinese culture, followed by British and American cultures, with non-target language cultures being the least presented. The presentation of cultures is primary through pictures and texts. The distribution of cultural elements is not balanced, and there is less cultural knowledge in the first book of the seventh grade. To address this issue, it is suggested that textbook writers should pay attention to the presentation of non-target language cultures, innovate the forms of cultural presentation, and distribute cultural knowledge. Teachers should strive to enhance their cultural literacy, deeply explore cultural elements, innovate cultural teaching methods and enhance students' cultural confidence. The aim is to deal with the cultural knowledge in the teaching materials scientifically and further develop students' cultural awareness.

LGBTQ+ individuals are not explicitly represented in emergency medicine simulation curricula

Background Medical educational societies have emphasized the inclusion of marginalized populations, including the lesbian, gay, bisexual, transgender and queer (LGBTQ+) population, in educational curricula. Lack of inclusion can contribute to health inequality and mistreatment due to unconscious bias. Little didactic time is spent on the care of LGBTQ+ individuals in emergency medicine (EM) curricula. Simulation based medical education can be a helpful pedagogy in teaching cross-cultural care and communication skills. In this study, we sought to determine the representation of the LGBTQ+ population in EM simulation curricula. We also sought to determine if representations of the LGBTQ+ population depicted stigmatized behavior. Methods We reviewed 971 scenarios from six simulation case banks for LGBTQ+ representation. Frequency distributions were determined for major demographic variables. Chi-Squared or Fisher’s Exact Test, depending on the cell counts, were used to determine if relationships existed between LGBTQ+ representation and bank type, author type, and stigmatized behavior. Results Of the 971 scenarios reviewed, eight (0.82%) scenarios explicitly represented LGBTQ+ patients, 319 (32.85%) represented heterosexual patients, and the remaining 644 (66.32%) did not specify these patient characteristics. All cases representing LGBTQ+ patients were found in institutional case banks. Three of the eight cases depicted stigmatized behavior. Conclusions LGBTQ+ individuals are not typically explicitly represented in EM simulation curricula. LGBTQ+ individuals should be more explicitly represented to reduce stigma, allow EM trainees to practice using gender affirming language, address health conditions affecting the LGBTQ+ population, and address possible bias when treating LGBTQ+ patients.

Using Cross-Cultural Machine Translation Technology to Promote Communication and Cooperation in English Courses

In an increasingly globalized world, effective cross-cultural communication and cooperation are paramount skills for individuals across various domains. This research paper investigates the integration of machine translation technology into English language courses as a means to enhance cross-cultural communication skills and foster cooperation among diverse linguistic communities. The study explores the efficacy of machine translation tools in facilitating language comprehension, expression, and interaction among learners from different cultural backgrounds. Drawing on both theoretical frameworks and empirical evidence, the paper examines the impact of machine translation on language learning outcomes, intercultural competence development, and collaborative learning experiences. Additionally, the research evaluates the perceptions, attitudes, and experiences of students and instructors towards the integration of machine translation technology in English language education. Through a combination of qualitative and quantitative analyses, this study contributes to the understanding of how technology can be leveraged to bridge linguistic and cultural divides in educational settings. The findings offer valuable insights into the potential benefits and challenges associated with the use of machine translation technology for promoting cross-cultural communication and cooperation in English courses, with implications for curriculum design, pedagogical practices, and future research in language education and technology-enhanced learning..

Teaching Research on Integrating Ideological and Political Elements into Business English Reading Courses

In the current situation of economic globalization and communalization with a shared future for mankind, it is crucial to cultivate outstanding composite talents who possess morality, literacy, patriotism, business knowledge, good cross-cultural communication skills, and teamwork spirit. This requires the Business English major to increase the reform of course ideology. This article will propose several innovative paths for the ideological and political education of Business English Reading courses based on the necessity of conducting ideological and political education in Business English majors and working together with colleagues to study.

Research on Innovation and Application of “Process Drama” in Teaching and Extracurricular Practice

With the promulgation and implementation of China’s double reduction policy and art curriculum reform policy, there has been a new shift in the field of education, from exam oriented education to comprehensive development education for students, with the goal of holistic development. The innovative teaching model of “process drama” aims to promote the comprehensive development of students, using the popular “script murder” as a carrier to carry out teaching activities that promote ideological and political education in courses, cultivate students’ cross-cultural communication skills, and guide them to tell Chinese stories well in English.

Cultural Differences and Communication in the Internationalization Strategies of Multinational Enterprises

In the process of internationalization, multinational companies often face employees and customers from different cultural backgrounds. This makes cultural differences and communication major challenges. This paper analyzes communication patterns and values between different cultures and their impacts on business operations and teamwork, for instance, good cross-cultural communication can help a company to diversify, while poor cross-cultural communication can create conflicts, misunderstandings, and impediments to proper functioning. This paper also proposes effective cross-cultural communication strategies, increasing cultural awareness and sensitivity, providing employees with cross-cultural communication skills, creating an inclusive corporate culture, adopting a common working language, and using technological tools to promote cross-cultural communication. The paper concludes that cross-cultural communication is very important for Multinational Corporations (MNCs) and that MNCs may face more challenges in cross-cultural communication in the future environment, this paper hopes to offer some theoretical references for future studies.

CROSS-CULTURAL TEACHING IN INTERCULTURAL EDUCATION FOR FOREIGN STUDENTS

The study investigated foreign student teaching conditions through cross-cultural interactions with modern educators. Notably, the authors employed a two-fold framework of cross-cultural education: objective and subjective. Objective factors encompass external variables like curriculum structure, teaching mechanisms, academic environment, literacy, teacher attitudes, research skills, teaching style, and leadership level. The study also identified student motivation, attitude, ability, cultural differences, conflict resolution strategies, and cross-cultural communication skills as influential elements. Ultimately, the research concluded that incorporating a multicultural environment within international cooperation projects fosters greater cross-cultural exposure.

Massive Open Online Course (MOOCs) English Courses Based On Hamiltonian Deep Neural Network

Numerous researchers are now concentrating on the English course on intercultural communication. Notwithstanding, these courses encounter several obstacles, including student variations in traditional English for cross-cultural instruction, developing students' cross-cultural communication skills, and improving the quality of instruction. To overcome these problems, in this manuscript, a Hamiltonian deep neural network (NN) approach is proposed for improving the teaching quality of massive open online course (MOOCs) based English course. Initially, data is given from English-language massive open online courses (MOOCs) teaching adult basic life support (ABLS) dataset. Afterward the data is fed to Switching Hierarchical Gaussian Filter. The pre-processing output is provided to the Hamiltonian Deep Neural Network (HDNN) used to improve the teaching quality of MOOC English course. The learnable of the optimized is using Coati Optimization Algorithm (COA). The proposed technique is executed in Python and the effectiveness of the proposed MOOCEC-HDNN method is improved by using various performances evaluating metrics like, teaching Efficiency, Robustness Gain, teaching quality and system Efficiency are analysed. The proposed MOOCEC-HDNN method is shows the higher teaching efficiency of 78%, Robustness Gain of 28dB and teaching quality 68% while comparing other existing methods such as massive open online course (MOOCs) based English course based on Gannet algorithm and Neural Network (MOOCEC-GA-NN), MOOCs based English course based on K-modes algorithm and Neural Network (MOOCEC-KMA-NN) and MOOCs based English course based on Conventional Neural Network (MOOCEC-CNN), respectively.

EXAMINING INTERNATIONAL AND INTERCULTURAL ISSUES IN PALESTINIAN ENGLISH TEACHING TEXTBOOKS

This study examines international and intercultural issues in the English for Palestine textbook series, specifically evaluating intercultural comparisons, mutual representations, and relations in terms of their effectiveness in enhancing students’ cross-cultural communication skills. The examination of the textbooks employed a qualitative methodology, enriched by the inclusion of quantitative components. The findings show that the textbooks under investigation comprise an insufficient and inadequate amount of international and intercultural issues, consisting of celebratory topics of surface culture with very little attention paid to conflictive aspects of deep culture. This study is a reminder of the importance of appropriate intercultural components in developing students’ critical thinking skills and minimizing intercultural misunderstandings. Hence, it aims to sensitize stakeholders and teachers to the potential losses associated with poor representations of international and intercultural issues in English teaching textbooks. Consequently, it urges them to take action by either amending the textbooks or using supplementary material to compensate for the identified lapses.

Influence of Cultural Differences on Global PR Campaigns

Purpose: The aim of this study was to investigate how these cultural differences influence the strategies, messages, and implementation of global PR campaigns.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings reveal that there exists a contextual and methodological gap relating to cultural differences on global PR campaigns. Preliminary empirical review revealed that cultural sensitivity and adaptation are crucial for crafting effective PR strategies across diverse audiences worldwide. By analyzing various cultural dimensions, communication styles, and adaptation strategies, the study revealed the necessity of tailoring campaigns to meet the unique cultural preferences and values of target audiences. Furthermore, it highlighted the importance of cultural intelligence among PR practitioners in navigating global communication challenges successfully. The findings underscored the need for ongoing research, audience analysis, and training initiatives to inform and enhance PR campaign strategies. Overall, the study emphasized that embracing cultural diversity is essential for achieving communication objectives and positioning brands as credible and relatable in the global marketplace.
 Unique Contribution to Theory, Practice and Policy: The Hofstede's Cultural Dimensions theory, Hall's High-Context vs. Low-Context Communication and Trompenaars and Hampden-Turner's Cultural Dimensions may be used to anchor future studies on cultural differences on global PR campaigns. The study provided valuable recommendations that contributed to theory, practice, and policy in the field of public relations. It suggested integrating cultural dimensions theories into PR campaign development, emphasizing the importance of conducting thorough cultural analyses and audience research, and promoting cross-cultural communication skills among PR professionals. These recommendations enhanced our understanding of the complex interplay between culture and PR practices, empowered PR practitioners to navigate cultural differences effectively, and informed policy development to foster a more ethical and inclusive PR industry globally.

A Study on the Integration of Chinese Culture in High School English Teaching

The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching. The ultimate goal of culture teaching in English teaching is to cultivate learners’ cross-cultural communication skills. Cross-cultural communication is a two-way process, which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world. However, in actual English teaching, the teaching of Chinese culture is a mere formality, and the teaching effect is not obvious. Therefore, it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation, existing problems, and their causes, so as to provide suggestions for Chinese culture teaching in high school.

The Construction and Implementation of a Cross border E-commerce Talent Training Mechanism for Business English Empowered by Digital Intelligence

The Construction and Implementation of a Cross border E-commerce Talent Training Mechanism for Business English Empowered by Digital Intelligence Abstract: The business English application-oriented talent training mode under the digital intelligence empowerment is to train business English talents with language+cross-border e-commerce practice+cross-cultural communication skills, which is in line with the national development strategy of "new liberal arts", "interdisciplinary" and "the Belt and Road". Through the linkage between schools and enterprises, the training mechanism adopts a cross integration approach of virtual context+ thinking activities +application activities by collaborating with enterprises to build a small seed studio. The course mechanism can deeply integrate experimental courses with other related courses, organically combine project-based learning with personalized training, explore students' comparative advantages, and create a full process and multi-stop teaching practice center. The course mechanism can cultivate the talent with national confidence, innovative concepts and risk awareness by promoting efficient collaboration between business English language courses and professional courses in terms of instrumental, humanistic, and business aspects.

Research on the Cultivation of International Communication Competence of English Majors from the Perspective of Cross-cultural Communication

With the advancement of globalization, international communication skills are becoming increasingly important in the cultivation of English major students. This study explores the connotation, cultivation strategies, and methods of international communication ability among English major students from the perspective of cross-cultural communication. Through literature review and teaching practice research, this paper aims to explore some effective ways to cultivate international communication competence, in order to improve the cross-cultural communication skills and international competitiveness of English major students.

Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency

Proficiency in English as a second language (TESL) and effective cross-cultural communication skills are paramount for future educators. This study investigates the language proficiency learning strategies and motivations of TESL students in engaging with English communications beyond the classroom. This aspect is frequently underestimated in Malaysian educational contexts. Employing a phenomenological approach, qualitative interviews were conducted with 13 TESL practicum students at a Malaysian public university, selected through purposive sampling to ensure diversity in backgrounds and experiences. The study spanned from August 2021 to August 2023, totalling 2 years. The duration of each interview ranged from 45 minutes to 2 hours. Thematic analysis of interview transcripts using NVivo software unveiled significant themes such as using audio-visual materials, leisure reading, note-taking, self-speaking practice, music listening, teaching and learning, gamification, and football commentary. The implications of these findings extend to TESL students, academic researchers, English teachers, and higher education institutions, suggesting avenues for further research to enrich language proficiency and communication skills among TESL students. Integrating these strategies into language education curricula is essential for fostering effective communication skills among future educators, thereby contributing to the advancement of educational practices in Malaysia and beyond.

Interpreter and limited-English proficiency patient training helps develop medical and physician assistant students’ cross-cultural communication skills

BackgroundThe increasing linguistic and cultural diversity in the United States underscores the necessity of enhancing healthcare professionals' cross-cultural communication skills. This study focuses on incorporating interpreter and limited-English proficiency (LEP) patient training into the medical and physician assistant student curriculum. This aims to improve equitable care provision, addressing the vulnerability of LEP patients to healthcare disparities, including errors and reduced access. Though training is recognized as crucial, opportunities in medical curricula remain limited.MethodsTo bridge this gap, a novel initiative was introduced in a medical school, involving second-year students in clinical sessions with actual LEP patients and interpreters. These sessions featured interpreter input, patient interactions, and feedback from interpreters and clinical preceptors. A survey assessed the perspectives of students, preceptors, and interpreters.ResultsOutcomes revealed positive reception of interpreter and LEP patient integration. Students gained confidence in working with interpreters and valued interpreter feedback. Preceptors recognized the sessions' value in preparing students for future clinical interactions.ConclusionsThis study underscores the importance of involving experienced interpreters in training students for real-world interactions with LEP patients. Early interpreter training enhances students' communication skills and ability to serve linguistically diverse populations. Further exploration could expand languages and interpretation modes and assess long-term effects on students' clinical performance. By effectively training future healthcare professionals to navigate language barriers and cultural diversity, this research contributes to equitable patient care in diverse communities.

How to Teach English Without Cultural Bias

As a global language, English is crucial in international communication, business, and education. However, the issue of cultural bias in English education has gained widespread attention. Cultural bias can lead to difficulties for learners during the educational process, affecting their academic performance and cross-cultural communication skills. This paper investigates how to teach English without cultural bias to promote a more equitable, effective, and inclusive education. In conclusion, English education is crucial in international communication, business, and education in today’s globalized world. However, cultural bias can negatively impact English teaching, leading to difficulties in academic achievement and cross-cultural communication for students. Multicultural education theory and cross-cultural education theory provide a solid theoretical foundation to help us understand and address issues of cultural bias. Both approaches emphasize the importance of cultural diversity and the need for educators to take measures to reflect and respect students from diverse cultural backgrounds. While cultural bias is undeniable, we can create a more inclusive and culturally sensitive English education environment with appropriate methods and strategies, promoting students’ success and cross-cultural understanding. This is essential for achieving more equitable and effective English education to meet the needs of students from diverse cultural backgrounds and to promote cross-cultural communication and cooperation.

A Multiple Teaching Model for Chinese Culture Integration in English Translation Courses with Multiple Data Chain Networks

Abstract This study investigates how to integrate Chinese culture into English translation courses in a multidata chain network environment to develop a multifaceted teaching model, enhance students’ cross-cultural communication skills and cultural understanding, and improve the effectiveness of English teaching. Neural networks and regression models were used to extract and analyze the artistic elements, and the design and implementation of an English teaching model based on cultural integration were studied. The results show that through the “five lines of integration” teaching mode, the effective combination of culture, knowledge and literacy is realized. The comparative analysis before and after the teaching shows that the mean value of the students’ English scores is increased from 85.204 to 94.568, which indicates that the teaching mode effectively improves the students’ English proficiency. In addition, correlation and regression analyses further confirmed that cultural support, teacher support, course quality, academic performance, and student satisfaction significantly positively affected teaching effectiveness. This study proves the effectiveness of integrating Chinese culture into English language teaching and provides new perspectives and methods to improve the quality of English language teaching.

Innovative English Teaching Model: The Key to Cultivating Students' Cross-Cultural Communication Skills

Innovative English Teaching Model: The Key to Cultivating Students' Cross-Cultural Communication Skills

Exploring the Ideas of Integrating the Teaching of Information Technology and English Translation

Abstract The intelligent use of digital teaching resources and the deep penetration of information technology can help promote the change and development of English teaching and improve the sharing, interactivity, interestingness and effectiveness of English translation teaching resources. This paper develops an intelligent classroom teaching model for English translation that combines scaffolding and multimodal discourse teaching using the U Campus teaching platform. To create an intelligent learning environment for English translation, this paper uses distributed crawler technology to crawl English teaching resources and Minhash algorithm to de-weight and optimize the data, constructs an English translation corpus, and introduces a lightweight Transformer network to establish a machine translation model. This paper quantitatively analyzes the teaching effect of the English translation smart classroom teaching model using data from University C students as the research object. The results of the study show that the students in class A1 scored 95.02 points in topic comprehension, the translation theory and skills improved by 8.46 points compared with the students in class A2, and there was a significant difference between the students’ cross-cultural communication skills at the 1% level. By integrating the information technology platform with English translation teaching, students’ translation skills can be enhanced, they can learn more English resources, and their intercultural knowledge and competence can be improved.

Development and Evaluation of Cross-cultural Communication Skills in College English Education

Development and Evaluation of Cross-cultural Communication Skills in College English Education