探究信息时代下大学生英语跨文化交际能力的培养

TheCultivationofInterculturalCommunicationAbilityofNon-EnglishMajorsintheInformationAgePAGEPAGE201919OnCultivationofCollegeStudents'InterculturalCommunicationAbilityintheInformationAgeABSTRACTInordertounderstandthecurrentlevelofcross-culturalcommunicationamongnon-Englishmajors,thestatusofcross-culturalteachingandlearninginhighschools,explorethefactorsthataffectthecross-culturalcommunicativecompetenceofnon-Englishmajors,andfindouteffectivewaystoimprovestudents’cross-culturalcommunicativecompetence.Ofseniorhighschoolstudentstestedinterculturalcommunicativecompetence,andaquestionnairesurveyoninterculturalteachingandlearningwasconductedamonghighschoolEnglishteachersandstudentsparticipatinginthetest.Thetestresultsshowthattheinterculturalcommunicationabilityofnon-Englishmajorsisgenerallylow.ThemaininfluencingfactorsarethelackofWesternculturalknowledge,ethnocentrism,andthenegativetransferofmothertongue.Theresultsofthequestionnairesurveyshowthatthetimespentbystudentsinextra-curricularEnglishlearningandthelevelofknowledgeofEnglishteachersoninterculturalcommunicationhaveasignificantimpactonthedevelopmentofstudents'interculturalcommunicationskills.Accordingtotheproblemsfoundinthesurvey,theresearchersproposedcountermeasurestoimprovestudents'cross-culturalcommunicationskills,suchasimprovingteachers’ownunderstandingofcross-culture,theprinciplesofcross-culturalteaching,andsomefeasibleimplementationmethods.Finally,basedontheresultsofthestudy,theresearchershavereflectedonthisstudy.Keywords:interculturalcommunication;non-Englishmajors;solutionstrategies

探究信息时代下大学生英语跨文化交际能力的培养摘要为了了解目前非英语专业学生的跨文化交际水平,高中跨文化教、学状况探索影响非英语专业学生跨文化交际能力的因素并找出提高学生跨文化交际能力的有效途径,研究者对上海市的位高中学生进行了跨文化交际能力的测试,并对位高中英语教师和参加测试的学生进行了关于跨文化教、学的问卷调查。测试结果表明非英语专业学生的跨文化交际能力普遍较低,主要影响因素表现在缺乏西方文化知识,民族中心主义,母语负迁移作用。问卷调查结果表明,学生课外用于扩大文化视野的英语学习时间和英语教师对跨文化交际知识的了解程度对学生跨文化交际能力的发展存在显著的影响。根据调查发现的问题,研究者提出了提高学生跨文化交际能力的对策,如提高教师自身对跨文化的认识,跨文化教学的原则及一些可行的实施方法。最后在研究结果基础上,研究者对本次研究进行了反思。关键词：跨文化交际；非英语专业；解决策略

ContentsTOC\o"1-3"\h\u13147I.Introduction 513982II.Literaturereview 572062.1Definitionofinterculturalcommunication 5153042.2Classificationofinterculturalcommunication 5208982.3Functionsofinterculturalcommunication 516771III.InvestigationandAnalysisofInterculturalCommunicationAbilityofNon-EnglishMajorsinTianheUniversity 5282903.1Researchcontent 5324643.1.1Researchquestions 583093.2.1Researchdesign 5149883.2Analysisofthesurveyresults 5192373.2.1Students'languageability 5104813.2.2Schoolcurriculum 572213.2.3Students’interest 5107853.3Problemsincross-culturalcommunication 6246103.3.1Lackoflanguageability 666573.3.2Lackofcommunicationinclass 6100323.3.3Lackofinterest 69196IV.Strategiestoimproveinterculturalcommunicationskills 67214.1Abandoningthetraditionalteachingconcept 6248404.2Strengtheningstudents'oralEnglishability 6100184.3Enrichingtheculturalknowledgeofstudents 6323254.4Strengtheningthetargetlanguagecultureofstudents 622900V.Conclusion 620303Bibliography 77164Acknowledgements 8

IntroductionInterculturalcommunicationmakeslanguageteachingexpertsrealizethatlanguageteachingisinseparablefromculturalfactors.Foreignlanguagecommunicationisinterculturalcommunication.Itisanimportantcriterionforsomeforeignlanguagetalentstohaveculturalcognitiveabilityandinterculturalcommunicationability.Interculturalcommunicationisakindofcommunicativebehavior.Theultimategoalistocultivatepeople'spositiveunderstanding,equalityandrespectfordifferentcultures,andtodevelopadaptiveandcommunicativeskillsininterculturalcommunicationskills.Astheglobaleconomydevelopsrapidly,thelinksbetweentheworldsaregettingcloser.Everycountryhasvariousconnectionswithothercountries.However,becausetheculturalbackgroundofthetwosidesofthecommunicationisobviouslydifferent,eventhecommunicatorwhoisproficientintheotherlanguagemayinfluencethecommunicationbetweenthetwopartiesbecausetheydonotunderstandtheculturalbackgroundoftheotherparty.Oncethelanguageofmutualcommunicationbetweenthetwopartiesismisunderstoodintheprocessofunderstanding,itmaycauseunnecessarymisunderstandingsinfutureexchangesorinteractions,thusaffectingthecommunicativeeffectbehindthetwoparties.Inordertominimizethemisunderstandingbetweenthetwopartiesintheprocessofcommunication,thecultivationofcross-culturalexpeditedabilityisextremelyimportant.LiteraturereviewInterculturalcommunicationisundoubtedlyaproblemfornon-Englishmajors,becauseitisnotalotofschoolcurriculum,plustheteachersintheclassmainlyanalyzetextbooks,andrarelypayattentiontostudentscross-culture.Thecultivationofcommunicativecompetence,asastudentoflearning,canonlybepassivelyinvolved.TheendresultofthiskindofteachingmethodisthatstudentslosetheirinterestinlearningEnglishandlosetheopportunitytocultivatecross-culturalcommunication.Iamgoingtobringreformstothecurriculumfornon-Englishmajors,thatis,thecurriculumwillincreasemorethantheoriginal.Notonlythat,butIalsoneedtostartfromtheothertwoaspectsoftheteachingmodelandthecurriculumevaluationmechanism,andcarryoutamorecomprehensivereformoftheuniversity’snon-Englishmajorcourses.Ibelievethatthiskindofexperimentwilldefinitelyachieveresults.2.1DefinitionofinterculturalcommunicationInterculturalcommunicationisthecommunicationbetweenpeoplefromdifferentculturalbackgrounds.Interculturalcommunicationisnotonlycommunicationintheformoflanguage,butalsocommunicationindifferentcultures.Interculturalcommunicationconsciousnessisthedegreeofawarenessofthedifferencesandconflictsintheform,meaninganddistributionofbehavioralfunctionsbetweendifferentculturesintheprocessofinterculturalcommunication.Specifically,itisthesensitivityofperception,thescientificityofunderstanding,theappropriatenessofhandlingandculture.Integratedconsciousness[1],whichismanifestedascross-culturalcommunicationcompetenceinrealcommunication.Interculturalcommunicationabilityisageneraltermforlanguageabilityandsocio-culturalability.Languageabilityincludesthreeaspectsofknowledge:phonetics,grammar,andvocabularyfromaknowledgeperspective,andfiveskills:listening,speaking,reading,writing,andtranslationfromaskillsperspective.Socio-culturalcompetenceincludesthreemainaspectsintermsofspecificskills:oneissocio-linguisticability,thatis,theabilitytoflexiblyusefunctionalvariants;theotherisdiscourseability,thatis,theabilitytomasterdifferenttypesofdiscourseanduselanguagetodothings;threeItisstrategicability,thatis,theabilitytousecommunicativestrategiestoachieveestablishedcommunicationgoals.Ofcourse,successfulcommunicationincludesnotonlylinguisticaspects,butalsonon-verbalaspects,suchasbodylanguageandeyelanguage.Forthecultivationofcommunicativecompetence,itismainlythecultivationof“linguistic”communicativecompetence,butweshouldalsounderstandthe“non-verbal”communicativeapproach.2.2ClassificationofinterculturalcommunicationThecross-culturalcommunicativecompetenceframeworkconsistsoffoursystems,namelytheglobalawarenesssystem,theculturaldebuggingcompetencesystem,theknowledgecompetencesystem,andthecommunicativepracticecompetencesystem.Thesefourareinterconnectedandinseparable.ThesubsystemsunderthesystemincludeTheelementsofculturalcommunicativecompetencearecloselyconnectedwithforeignlanguageteaching.Globalconsciousnessincludescross-culturalconsciousnessandcross-culturalthinking.Theformerreferstopeople'sperceptionofthemselves,theirownculture,andforeigncultures,andthelatterreferstotheirabilitytoanalyze,synthesize,compare,andprofileculturalphenomena;culturaldebuggingcapabilitiesincludepsychologicaladjustmentcapabilitiesAndflexibleadaptability;theknowledgesystemshouldemphasizecommunicativeculturalknowledge,includingvalues,socialcustoms,historyandreligion;asthemostcriticalpartofinterculturalcommunicativecompetence,communicativepracticalcompetenceinvolvesverbalcommunicativecompetence,nonverbalcommunicativecompetenceCommunicativestrategiesfocusonthecomprehensiveuseofrelevantknowledgesuchaslanguage,non-linguistics,andcommunicativeculturetosuccessfullysolvepracticalproblemsincross-culturalcommunication.[2]2.3FunctionsofinterculturalcommunicationThefamousscholarMcLuhanusedtheterm“globalvillage”todescribetoday’sincreasinglysmallerworld.[2]Inthis“globalvillage”,China'sinfluencehasfurtherexpanded,andChina'sexchangeswithothercountrieshavebecomeincreasinglyfrequent.Asoneofthemostwidelyusedinternationalcommunicationlanguages,EnglishhasbecomeincreasinglyimportantinChina.However,manycollegestudentsstillhaveproblemswithdiplomaticrelationsevenafterpassingtheNationalEnglishTestBands4and6.Theyoftenmake“culturalmistakes”andevenmakejokes.Suchinefficientexchangesandcommunicationoftencausemutualmisunderstandingsandbadconsequences,andultimatelyleadtofailureofexchangesandcooperation.ProfessorHuWenzhongoncesaidthatculturalerrorsaremoreseriousthanlanguageerrors.Languageerrorscanbeseenatthesurfacelevel.Oncefound,thespeakerwillthinkthatthespeakerlackssufficientlanguageknowledge,sohecanbeforgiven.ButifapersonwhospeaksfluentEnglishisculturallywrong,thespeakerislikelytobeconsideredrudeorhostile.Therefore,toreducesuchcommunicationbarriersandpromoteeffectivecommunication,interculturalawarenessandinterculturalcommunicationskillsareessential.Thecultivationandenhancementofcross-culturalawarenessandthecultivationandimprovementofinterculturalcommunicativecompetencehavebecomethetopprioritiesofcollegeEnglishteachinginChina.Inaddition,fromtheperspectiveoflanguageteaching,teachingalanguageisalsoteachingaculture,andlearningalanguageisalsoaculture.Therefore,languageteachingandcultureteachingareinseparable.Languageteachingshouldnotonlyteachlinguisticknowledge,butalsoteachhowtouselanguageappropriatelyincross-culturalcommunication.Whiledevelopingstudents'languageskills,theyshouldalsodeveloptheirinterculturalcommunicationskills.III.InvestigationandAnalysisofInterculturalCommunicationAbilityofNon-EnglishMajorsinTianheUniversity3.1Researchcontent3.1.1ResearchquestionsThepurposeofthissurveyistounderstandthecurrentsituationofnon-Englishmajors'cross-culturalcommunicativecompetenceintheEnglishcurriculumreformintheinformationage,suchashowwellnon-EnglishmajorsunderstandWesterncultureandwhatfactorsarepreventingstudentsfrommasteringWesternculture.TheresearchersselectedthreeclassesinthefirstgradeofTianheUniversitytoconductthesurvey.Inthesethreeclasses,atotalof268questionnairesweredistributedand268wererecovered,witharecoveryrateof100%.ThisresearchusessomeofthecontentofthesurveybyFuYonggangandLiTianxinginthearticle"InvestigationandThinkingonInterculturalCommunicationCompetenceinEnglish",anddevelopsandimprovesitscontent,anddesignscross-culturalcommunicationfornon-EnglishmajorsQuestionnaireofcompetence.Thequestionnairedividesthetestcontentinto7parts.Itexaminestheabilityofcross-culturalcommunicationfromtheaspectsofknowledgeitems,socialvalueitems,timeconceptitems,socialconventionitems,conversationprincipleitems,speechbehavioritems,andnon-verbalcommunicationbehavioritemsinEnglish-speakingcountries..Studentsarerequiredtoabidebythefollowingprinciples,notdiscusseachother,answereachquestionindependently,completeeachitem,andanswerthequestionsaccordingtothespecificrequirementsofeachquestion(therearetwomethodsofchoice,oneis1,3,4,5,6Part,indicatingconsentornot(Parts2,7).Statisticalmethodswillcountallthewrongorbadcross-culturalcommunicationanswersforeachpart,andcalculatethepercentagetoanalyzeandlisttheaverageerrorrateofeachpart.3.2.1Researchdesign1.Culturalknowledge.Thereare3questionsinthispart,tocheckwhetherstudentsunderstandsomecommonknowledgeofEnglish-speakingcountries.1.Jesusis:A.TheauthoroftheBibleB.ThefounderofChristianityC.God2.CountriesnotintheCommonwealthare:ACanadaBRepublicofIrelandCSouthAfrica3.HarvardUniversityislocatedin_.A.NewYorkB.WashingtonC.Boston(Correctanswer:1.B2.B3.C)Thetotalnumberofanswerstothesethreequestionsis804,ofwhich312areincorrectanswers,andtheerrorrateis39%.2.Socialvalues.Thesecondpartistheinvestigationofstudents'socialvalues.Thereare3questionsinthispart,askingstudentstochoosewhattheythinkisright.1.ThehugeexpendituresofWesterngovernmentleadersareawaste()2.Chineseisthemostexpressivelanguageintheworld()3.ChinesepeoplearemoreenthusiasticandthoughtfulabouttheirgueststhanWesterners()(Correctanswer:1.F2.F3.F)Thetotalnumberofanswersinthispartwas804,including461incorrectanswers,andtheerrorratewas62%.Fromtheperspectiveofculturalrelativity,eachiteminthesecondpartisarelativepointofview:thatis,whatyouthink,Westernersdon'tthinkso.TheresultsofthispartofthesurveyshowthatmoststudentsareopposedtothehugespendingonWesterngovernmentelections(56%ofstudentsthinkitisawaste),andhaveahighevaluationoftheirownnation:theybelievethatChineseisthemostpowerfulExpressivelanguage(question2)has202students,upto75%:142studentsthinkthatChinesetreattheirguestsmorethoughtfulandenthusiasticthanWesterners(question3),accountingfor53%ofthenumberofstudentswhochoosetopics.Conceptoftime.Thetopicsinthissectionaredirectlyorindirectlyrelatedtotime.ItmainlyexamineswhetherstudentsunderstandtheattitudesofpeopletowardstimeinWesternsociety,orthetimeorientationofpeopleinWesternsociety.Thisparthasatotalof3questions,askingstudentstopickfromtheoptionsofeachquestiontheoptionsthatbelongtotheviewoftimeinWesternsociety:1.Violationoftradition.AcanbeatanytimeBisbestnotto2.Extrarespectfortheelderly.AshouldbeBisnotnecessary3.Minuteslateforclass,workormeeting.AisveryupsetBisnotveryuncomfortable(Correctanswer:1.A2.B3.A)Findingsinthissection:Therewere804answersintotal,ofwhich450wereincorrectanswers,andtheerrorratewas56%.ThispartofthequestionrequiresstudentstostandintheperspectiveofWesternersandchoosethepossibleattitudesofpeopleinWesterncountriestowardstimeortime-relatedthings.Itcanbeseenthattheanswertothethirdquestionisrelativelygood,withaturnoverrateof36%,thatis,64%ofstudentsknowthatWesternersareusuallypunctual.Buttheanswerstothefirstandsecondquestionswerenotideal.Only59%ofthestudents'attitudetowardstraditiongavethecorrectanswer,thatis,Westernersthinkthattheycanviolatethetraditionatanytime.Thesecondproblemhasthehighestturnoverrate,with91%ofstudentsnotunderstandingtheattitudeofWesternerstowardstheelderly.4.Socialbehaviornorms.ThissectionmainlyexamineswhetherstudentsunderstandthesocialconventionsofpeopleinWesternsociety.Thereare3questionsinthispart,whichincludeboththesocialstatutesofChinaandthesocialstatutesofWesternsociety.StudentsarerequiredtochoosefromtheoptionsofeachtopictheoptionsthatbelongtotheWesternsocialstatutes.1.Trytoavoidargumentswhentalkingtopeople()2.Whentheguestbidsfarewell,sendthemoutsidethedoor(suchastheschoolorunitdoor)()3.Asktheotherperson’snamewhencalling()(Correctanswer:1.F2.F3.F)Thetotalnumberofanswersinthissectionis804,ofwhich517arewronganswers,andtheerrorrateis6496.Thisisthehighesterrorrateinthistest.ItcanbeseenthatstudentsareveryunfamiliarwiththesocialconventionsofWesternsociety,andtheerrorrateofeachtopicexceeds60%.Theerrorrateofthethreequestionsis68%forquestion(1),63%forquestion(2),62%forquestion(3),andtheaverageerrorrateis64%.Infact,thecontentsofthethreetopicslistedinPartIVarenotsocialstatutesintheWest.TheybelongtothesocialstatutescommonlyusedbyEasterners,especiallyChinese.Suchahighturnoverrateinthispartfullyillustratesthatwhenstudentschooseoptions,theyarenotfamiliarwithWesternsocialprotocols,sotheyuseChinesesocialprotocolsforanalysisandselection.5.Conversationalprinciples.Thecommunicationsituationsinvolvedinthispartareallrelatedtotheprinciplesofconversation.ItmainlyexamineswhetherstudentscanusetheprinciplesofconversationinEnglishwhencommunicatingwithforeignersinEnglish.Therearefivequestionsinthissection.Studentsareaskedtopickthemostappropriateonefromthechoicesofeachquestion.1.Englishspeakersaskyoutogotothehousetowatchthevideo,butthevideosyoudon'tlikeareshown.Afterreadingit,heasksyouwhetheryoulikeitornot.Youwill:Asaysitdirectly,doesn’tlikeit,Bsaysthatyouliketowatchit,andC,saysitveryeuphemism.2.Englishspeakersinviteyoutoeat.Yourmealislarge.Whenthehostasksyouifyouwantit,youwill:Adon’tneedBandalittlemore.3.WhenansweringaquestionfromaforeignEnglishteacherinclass,youwill:AdoesnotstandupBimmediatelystandsupC4.Tom:It'sabeautifuldressyouarewearing.Mary:A.ThankyouB.No,it'snotbeautifulatall.C.Donotknow.5.Ifyouareondutytoday,andyoucleantheblackboardforyourEnglishteacher.Hesaysthankyoutoyou,whatwillyoureply?A.Youarewelcome.B.It'smyduty.C.No,thankyou.(Correctanswer:1.A2.C3.A4.A5.A)Thetotalnumberofanswerstothesefivequestionsis1,340,ofwhich696arewronganswers,andtheaverageerrorrateinthispartis52%.Obviously,thesituationinthispartisalsomoreserious.Thesurveyresultsshowthattheanswerstothefirstthreequestionsinthissectionareverypoor.Studentswhofailedtochoosethewesternconversationalprinciplesallexceededhalfofthetestees,especiallythefirstquestion,andtheturnoverratewasashighas82%;thissectionTheanswertothelasttwoquestionsisgood,especiallythefourthquestion,andtheturnoverrateisonly7%.Thefollowingisadetailedanalysisofthechoiceofeachquestion.Question1:Whenexposedtosomethingtheydonotlike,moststudents(82%)donotdirectlyexpressdislike.Question2:Whenwesternfriendseatriceathome,whenthehostasksiftheywanttoaddrice,morestudents(60%)willnoteatasmuchastheywant.Question3.WhenansweringaquestionfromaforeignEnglishteacher,moststudents(75%)chosetostandupandanswerit.Question4.WhenforeignfriendspraisedtheirclothesinEnglishforbeingbeautiful,onlyafewstudents(7%)couldnotthankgenerously.Question5.Helptheforeignlanguageteachercleantheblackboardwhileonduty.Whenreceivingpraisefromtheteacher,37%oftheclassmatescannotrespondgenerously.Fromtheresultsofthesurvey,wecanseethatexceptforthegoodresponseofthestudentsinthefourthquestionandthegeneralresponsetothethanksinthefifthquestion,theanswerstothefirstthreequestionsinthispartarenotsatisfactory.6.SpeechAct.Part6isdesignedfromtheperspectiveofspeechbehavior.Itisacommonsituationinlife.Determinewhatkindofwordsaremostappropriateinthegivensituation.Thereare6questionsinthispart.1.WhenyoumeetanEnglish-speakingpersonyoumeet,(youcansay):A.Hi!Whereareyougoing?B.Howdoyoudo,Mr.Brown?C.Hello!2.Whenyouwanttodeclineaninvitationfromaforeign(Englishspeakingcountry)friendtoinviteyoutodinner,(youwillsay):A.I’msorry,I’vealreadygotanotherappointmeni.B.I’mterriblysorry,I’mafraidIcouldnotcomearoundbecauseI'vegotsomethingelsetodoandIcanhardlypostponeit...Ihavegotanotherappointment.C.Terrible!Ican’tacceptyourinvitationbecauseI’vegotanotherappointment.3.HowdoyougreetyourEnglishteacherMr.Smith?A.Haveyoueatenyet,Mr.Smith?B.Hello!Mr.Smith.C.Hi!TeacherSmith.4.WhatwillyousaywhenyourEnglishfriendisleavingyouhomeafteravisit?A.Good-byeB.Good-bye.Pleasegoslowly.C.Donotknow.5.IfaChinesestudentisatanAmericanfriend'shouse,heisthirsty.Isitallrightforhimtoaskfordrinks?A.Yes.B.No,heshouldwaittobeoffereddrinks.C.Donotknow.6.HowdoyoureactwhenyoureceiveagiftfromaWesterner?A.Say“thankyou”andputitaside.B.Say“thankyou”andopenitstraightaway.C.Donotknow(Correctanswer:1.C2.A3.B4.A5.A6.B)Thetotalnumberofanswerstothese6questionsis1608,ofwhich646arewronganswers,andtheaverageerrorrateinthispartis40%.Relativelyspeaking,inthe7partsofthetest,theerrorrateinthispartisrelativelysmall,whichmaybeduetothemorelanguagecomponentsinthispart.Inthesixthpart,questions1,3areabouthowtosayhelloinWesternculture.48%ofthestudentswhoansweredthisquestionmadeamistake,and6%ofthemchosethewrongoptionA,whichisobviouslyChinesegreeting.Theremaining42%chosewrongoptionB.SomanypeoplechooseBasthegreetingoftheacquaintancesbecausethesubjectsthinkthattheHelloofitemCistoosimpleandimpolite,andtheHowdoyoudoofitemBseemsverypolite,plusthefollowingaddressMrBrown,itfeelsevenstronger.Infact,ifyouarealreadyfamiliar,youcanusuallycallitbynameorsimplydonotcallit(thisisthecaseofitemC).Thehypotheticalscenarioofquestion3isalsoagreeting,andtheturnoverrateforthisquestionis19%.Theoppositeofgreetingsisthefarewellwhenleaving.ThehypotheticalscenarioforQuestion4isfarewell.Amongthe33%ofstudentswhoansweredthequestionincorrectly,32%ofthestudentsusedthefarewell"slowwalk"(optionB)withobviousChinesecharacteristics.Question2Assumehowyouexpressyourselfwhenyouwanttodeclineaninvitationfromaforeignfriend.Theerrorrateofthisquestionisthehighestinthesixthpart.71%ofthestudentschosethewronganswerBorC.Amongthem,choosingBmeans65%ofthestudentswhodeclinedtheinvitationverypolitely,andchoosingCmeansthattheyrefused.Ofthestudents,6%.Question5involvesvisitingforeignfriendsandaskingforspeechacts.Ofthe31%ofstudentswhoansweredincorrectly,26%chosetowaitforthehosttogreetthemselves(optionB).Thecorrectwayistoaskfordrinksdirectlyfromthehost(optionA).Question6isascenariohypothesisaboutwesternsocialetiquette:howtodealwithgiftsreceivedinperson.Ofthe38%ofstudentswhoansweredincorrectly,35%saidtheywouldnotopenthegiftinperson.Thecorrectwayistoopenthegiftinpersonaftershowingthanks(optionB).7.Non-verbalcommunicativebehaviors.Thispartisaboutnon-verbalcommunicativebehaviors,whicharemainlybodylanguage.Thereare3questionsintotal,eachofwhichcontainsacommunicativeeventthatoccursduringthecommunicationwithEnglishspeakers(inEnglish)..Participantsarerequiredtoselectthebodylanguagethatismostsuitableforthegivencommunicationsituationfromseveralbodylanguages.1.WhenyouaresittingandtalkingwithanEnglishspeaker,AcancrossErlang'slegsandBcannotcrossErlang'slegs2.WhenyougreetEnglishspeakers,A'spalmisdownward,swinginginfivefingers,Bpalmisfacingupwards,andtheotherfourfingersaregentlygrippingCindexfinger,andswinginginwardly.3.WhatdoesaWesternermeanwhenhe/sheshrugs(shrug)?A.Iwillthinkaboutit.B.Sorry,Idon'tknoworIcan'thelpyou.C.Donotkn}iw.(Correctanswers:1A,2B,3B)Ingeneral,students'performanceinnonverbalcommunicationisnotgoodenough.Thetotalnumberofanswerstothethreequestionsinthispartis804,ofwhich405arewronganswers,andtheaverageerrorrateis50%.Itcanbeseenthattheanswertoquestion1istheworst.8096studentschosethewronganswer(optionB-don'tcrossyourlegswhentalkingtoEnglishspeakers).Question2isslightlybetter,butitalsohasa44%turnoverrate.ThedifferencebetweenOptionAandCorrectOptionBinQuestion2(Westernsocietygreetspeoplewiththeirpalmsfacingup)isthatthegestureofOptionAispalmdown,whilethecorrectoptionBispalmup.Ofthe44%ofstudentswhomadethewrongchoice,theoverwhelmingmajority(3796)choseAnswerAbecausetheycouldn'tfigureouttheorientationofthepalmsinWesternsocietytogreetpeople.Relativelyspeaking,theanswertoquestion3isthebest,withaturnoverrateofonly28%.Itshowsthatmoststudentsunderstandthemeaningofthenon-verbalbehaviorof“shrugging”byWesterners.3.2Problemsincross-culturalcommunication3.2.1LackoflanguageabilityIntheprocessoflearningaforeignlanguage,apersonisboundtobedisturbedandaffectedbyhismothertongue.Whenthemothertonguehasapromotingeffectonforeignlanguagelearning,itisapositivemigration;whenthemothertonguehasasuppressingordisturbingeffectonforeignlanguagelearning,itisanegativemigration.Theresearchresultsmadebythepredecessorsinthisrespectshowthatthenegativetransfereffectofmothertonguecultureonstudents'useofforeignlanguagesisreflectedinalmostallaspectsofcross-culturalcommunication,whichisoneofthemainreasonswhystudentscannotconductcross-culturalcommunicationcorrectly.DuetothelackofknowledgeofEnglishcultureandcommunicationknowledgeandpracticalcross-culturalcommunicationex