摘要：
      在当今世界中。跨文化交际扮演着愈来愈重要的角色。本文论述了跨文化交际的概念、意义以及跨文化交际中存在的问题。并由此得出在英语教学中不得不重视对文化交际内容与方法的传授，以及怎样教授跨文化交际。所以，本文重点论述了几点关于跨文化交际的教学方法及策略，并且强调在意识上对跨文化交际的教学要有所认识，有所了解。作为英语教师，要明确自己在跨文化交际教学中所扮演的角色，以及所要达到的要求，然后再采用合理、先进的方法去传授跨文化交际的知识，以此使学生更好地掌握跨文化交际的方法以及合理的处理跨文化交际中存在的问题的能力。
关键词：
文化   交际   跨文化交际   意识   能力
Abstract:
In ever-Smaller Contemporary, World, intercultural Communication(abbreviated in IC).Plays an increasingly important role. This paper discusses the Concept and research meaning of IC, and at the same time, there are many problems or conflicts existing in IC, While the paper giving appropriate attention to practical solutions of Intercultural Communication problems. and then, the paper strongly emphasizes how to teach IC in English teaching and propose several useful teaching Strategies to help student to learn IC well and deal with some problems of IC in their daily life. Besides this the paper is focusing o some demands for on English teacher. To be an English teacher one Should realize the role one acts in IC teaching and the demands one must got in IC teaching, and then, teacher Can use appropriate and Modern Ways/methods to teach students and cultivate the ICC (intercultural Communication Competence) for students. Do like this, students will be improved in ICC and have ability to Communicate with others in ICC.
Key Words:
   culture ， Communication ， Intercultural Communication ， Conscious  Competence 。

I. Introduction :
“Intercultural Communication” is a relatively new-and interdisciplinary-area of research which is characterized by the fact that it deals with a wide range of different phenomena all aspects of Communication between people of different cultures.
Because the adjective ”intercultural” is now days used in a very inflationary way in the most varied Contexts and because “culture” and “communication” occur frequently as “passed-partout” concepts, it would seem appropriate here first to explicate the concept of “culture” and “communication”.
There are two concepts for “culture”. The first one is like this: “culture” will be understood in the sense of cognitive cultural anthropology as a body of knowledge shared by members of a society as to standards of perceiving, believing, evaluating and acting( Good enough 1971),a knowledge which is itself manifested in the public performance of symbolic behavior (Geertz  1973)and which is taken for granted when dealing with one other (ABS 1973). And another concept for culture is proposed by Hosted in 1991,that is “ culture is Collective programming of the mind which distinguishes the members of one Category of people form another. And “Communication” is to be understood as interpersonal interaction by means of a linguistic symbol system in the widest sense, I. e. one which includes verbal, Para-verbal and non-verbal elements; a system that can be realized either directly (fact-to-face) or via other media (written, aural, visual.)
II. The Concept of Intercultural Communication
“Intercultural Communication”(abbreviated in this article as IC) can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in respect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other culture.
III. The (research) Meaning of IC (in English Teaching)
We know. Intercultural communication plays an increasingly important role. interaction in the classroom. The English Book understands the importance of intercultural Communication in English Language Teaching, and we stock a rang of titles on this subject. Intercultural communication encourages students to communicate with others form different cultural backgrounds.
It is important to increase Intercultural Communication in all aspects of our lives.
First, For Students, the course of IC could help students to become aware of the ways in which culture specific perspectives are acquired in socialization and the ways the influence our perception and Communication. Students could also expand their repertoire of knowledge and skills to interpret the worldviews and communication patterns of members of other cultures. Another objective Could be the ability to identify areas of misunderstanding and dysfunction in an interaction and to interact or mediate successfully in intercultural settings. Such a general course might be one of the ways to keep up with the globalization process and it Could be the beginning of taking globalization more seriously.
Second, Intercultural Communication also helps us to increase our awareness of our own culture. We should observe similarities and differences in cultural behavior.
Third, Intercultural Communication helps people to overcome potentially embarrassing problems, resulting from different conventions of behavior, politeness and gestures.
Forth, Intercultural Communication can enhance our understanding of individualism and collectivism.
Fifth, Intercultural Communication may contribute to the prevention of stereotyped images of other societies.
Sixth, Beside these, For Business English student. in particular need to be aware of cultural difference in order to develop positive business relations and to avoid frustration when dealing with business people from other cultures. The way business decisions are made is also strongly influenced by culture.
IV.  Obstacles and the cause of Obstacles in IC.
From above, we know the intercultural Communication is the Communication between native-language person and non-native language person, and also, It is the Communication among the people who are difference in the aspects of language and culture. Because the different nationalities are in such environments as the ecology, material, society and religion are different, therefore one’s own language environments have produced all such linguistic context factors as different language habit, social culture, local conditions and customs, etc. Different culture background Causes the different tongues and the habits of people. So, in exchanging, people always like explaining others’ words with one’s own tongue, this may make the inaccurate inference to the other side’s words, this produced conflict and trouble in intercultural communication.
In recent years, with the paces of reform and opening is quickening, the foreign contacts are more and more extensive, especially the social informationization improved, the opening of Internet makes more people stay indoors and involved cross-cultural communication. Owing to the times’ changes and demands, which makes a lot of language teachers have to demonstrate strong interest in it, Studying the trouble problem in the cross-cultural communication, really have a great actual meaning to our English teaching. This is because one not only teaches the knowledge of language in English teaching, but the most important thing is training students’ Communication ability, train the ability of using English to Carry on the Cross-cultural Communication. Only learn the pronunciation of a foreign language, rule of grammar and know the vocabulary of a certain amounts does not mean that learning this language can be carried on communication smoothly.
In cross-cultural communication, if both sides of communication can’t enter in the same cultures background, this apt to produce misunderstandings, thus make communication failed. Just as Thomas points our that selects from the author:(Laizhaoren, the third disuse of volume 16 of September of 1998 of journal of teachers training school of Long Yen):”The mistake of the grammar can be found out from the top lager, the listener is very apt to find this kind of mistake. Once this kind of mistake was found, the listener will think the speaker lacks enough language knowledge, so this can be forgiven. But, the pragmatics mistake will not be treated as fault of the grammar. If a person who can frequently speak foreign language appears language mistakes, he will be realized lacking in courtesy or unfriendly most likely. His fault in Communication will not be imputed to the shortage of language ability, but will be imputed to his rudeness or hostility.”
The Cause of Communication problems in concrete intercultural interaction situations are often very different, and not infrequently based on specific factors given with the specific social interaction situation and are thereby not, or only partly, Connected with culturally determined difference in the ways of communicating. in intercultural Communication competence, problems of communication and understanding can arise form unrecognized cultural contact difference, which exist before the intercultural contact and as such are introduced into the contact situation by the communication partners. such difference are revealed by a comparison of forms of symbolic behavior in their respective individual cultural contexts. For linguistic forms of such behavior, the perspective of comparison is adopted by works which can be subsumed under the field of contrastive linguistics. However, this perspective goes beyond the general observation codes under comparison as, on the one hand, it concentrates on the differences in the expression of prepositional and social aspects of meaning which lead to misunderstanding and, on the other hard, it investigates the social and cultural motivation behind the Contrasts which appear.
V.  The necessity of teaching IC.
Because these obstacles in cross-cultural communication, To be an English  teacher, we have to pay more attention to some teaching about intercultural communication. The English syllabus points out clearly: the purpose of English education, is through the training for hearing, speaking, reading, and writing, make student get English rudimentary knowledge and use ability of English tentatively for communication.
A.  IC in International Communication
As we all known, as globalization has progressed and high mobility has been encouraged at the beginning of the z/sty century, plenty of information and materials (both tangible and intangible) have been exchanged between societies and which after our society. Ever if one never steps out of one’s home town or home country, one can still enjoy ample imported goods and information. So. How necessary to learn intercultural communication.
B. Language is Communication.
    It is generally recognized that language is a “vehicle for and expression or exchanging of thoughts, Concepts, knowledge, and information as well as the fixing and transmission of experience and knowledge. “( Busman, 1996:253) And according to P. H. Mathews, language is “the among human beings generally.”(Mathews, 1997:198) Briefly, language, Since the very day it was born, has been serving as a device of human communication, and it is, if not the only, the most important device for human communication, and conversely, “communication is the most fundamental social function of language.” (Liu Ling, metal, 1984:16)
C.  Teaching is for Communication.
Now that language is communication. It naturally follows that the goal of language instruction is to equip the learners with the ability to use the language for communication, namely, Communication competence. It is well-known that the “communicative approach,” which has been predominating over TEFL teaching English as a foreign language) for decades, emerges from the theory of “Language as communication, and the goal of language teaching is to develop communicative competence. As Rivers and Temporally state,” when selecting learning activities, we must always remember that our goal is for the students to be able to convey to others what they themselves wish to share (whether as a reaction to a communication or as an original contribution to the exchange).(Rivers & Temperley,1978:3-4) Consequently, the  orthodox four language skills” reasonably fall into the categories of vocal and written communication respectively: listening and speaking are the most important forms of verbal or vocal communication, while reading and writing are the most important forms of written communication.
For these reason, New teaching material introduce folkways customs and culture of English country, this required the masses of English teacher should list the education of intercultural communication in English teaching as an import link.
So, all these add up to an encouraging and inspiring trend of Teaching-IC--teaching and learning for real communication.
VI. Something about Teaching IC.
  A. The roles of teachers in IC
   It is not easy to teach IC, so, as an IC teacher, Firstly, they should know the roles or demands of them in teaching.
   The role of IC teachers, First, is to analyze a culture, its concepts and keywords, and then to introduce and explain them to learners by way of paraphrasing or presenting the affective behavior within a situation-oriented approach, and finally to step back and let learns discover and interpret the meanings for themselves.(It is at this point that learners may show their positive or negative feelings).Teachers are now in a position to observe the extent of learners ''understanding and agreement, and so may lead learners into an analytical comparison of the two cultures, and at the same time, the teacher as mediator and experience to be aware of his or her roles; there are supposed not to be judgmental or biased towards any particular culture and should always keep a neutral stance.
   B. Adopt a correct attitude towards the native language.
     The IC teachers know the roles  which they are in, and then, they will carry on teaching. In teaching, it is necessary for them to have a correct attitude towards native language .As regard most schools in our country,  the native language is Chinese. The only language that the student grasp before studying English is Chinese, they use the thought of Chinese use Chinese communication. The native language (Chinese) is deep-rooted, and has a great influence on the study and use of English all the time. So , English teaching is always facing the problem of adopting a correct attitude towards native language: It repel it definitely on the surface or half-hearted to consider when preparing lessons, thus make the negative consequence of native language overflow at a deep layer, and caused a mass of mistakes; Is it considering the bilingual''s similarities and difference conscientiously while preparing lesson ,or dissolving the negative consequence of the native language in advance? And through teaching and practicing native language, to move the same expression of Chinese and English into the use of English, and then to improve the teaching efficiency; or the ones used the native language in the classroom unlimited, and lead to turn the lively practice English lesson into a dry and dust abstract theory lesson; The use for native language should be controlled in a planned way and prorate it in the classroom , make student have an active behavior; and also have an active cognition. All these are the urgent question in English Teaching.
  English is different from Chinese, English teaching should help students to set up new language habit, this is on one hand, on the other hand, both English and Chinese are human languages, there are common regularity in the using and learning of bilingual, teachers should pay much attention to the relation between the two kinds of languages, and adopt a correct attitude towards the native language. This is shown in the following several aspects concretely:
  First, consider the characteristics of English and Chinese repeatedly while preparing lesson. The teacher should know the similarities and difference between English and Chinese deeply, in the morphological feature, the meaning of word, the category of the grammar, they should carry on the concrete comparison of English and Chinese on the structure of the sentence; carry on the contrast briefly to explain and practice with the repeated focal point, let student understand it while having a class, and realize it completely.  
  Second, in the use of native language, on one hand you should control it accurately, use appropriately on the other hand. Explaining abstract grammar concept and the meaning of word, except for other methods, can use Chinese.
  Third, It is treating translation scientific. Translation in fact is a form of comparing English-Chinese, Chinese-English. Through translation, students can comprehend the similarities and differences between English and Chinese naturally.  
  C. The methods of teaching Intercultural communication.
    To know the roles in teaching IC, and have a correct attitude towards native language. Then, teachers can use appropriate teaching methods to teach IC. The following, there are many methods to teach IC.
  (1).CLIL--content and language Integrated learning.
    This method is focusing on teaching some general optional coursers in a foreign language. By offering the foreign language as a tool, and giving students the opportunity to "learn by doing'', it would increase their communication skills in the language and it could make learning the language appear a worthwhile endeavor. so, besides applying the learned language it could also motivate/support further language learning.
 The following have been identified as potential advantages of CLIL:
  *boosting effectiveness of foreign language learning;
  *Enhancing impunities for communication;
  *bring real-life situations into the classroom;
  *Promoting interdisciplinary.
  Using a foreign language as a language of instruction requires some degree of methodological shift in teaching: more visually, illustrative materials to support learning, reduced speed of instruction and simplified instruction.
  CLIL aims to create an improvement in both the foreign language and the non-language area competence, general categories being motivational and cognitive impact of the positive attitudes triggered by using CLIL, and the linguistic and methodological utilizations of the non-language content material.
  To teach it, teachers should grasp the following methods:
  *language/communication-based competences.
   Whereas in an English class, communicative competence is the ultimate aim of teaching, and involves both accuracy and fluency, the main aim of mathematics teaching is to develop mathematical thinking. Learning mathematics includes: "appropriating ways of speaking mathematically, that is, learning the language of mathematicians"(Zazkis,2000).In school the mathematical language comprises both formal and informal components.
  Teachers should therefore have a good command of the target language and resort to the learners'' mother tongue with care. For learners, however, code, switching is a natural communication strategy, and teachers should allow it, particularly in the first stage of CLIL. Teachers'' task is to flexibly adapt their instructional support bearing in mind that in order to enable incidental language learning, i.e. language acquisition in the learners, their main concern should be to scaffold them on their way towards achieving competences. Learners, whose attention is focused on the non-linguistic content, need to have access to spontaneous speech, preferably in an interactive context.
  *Methodology-based competences.
   The teacher''s task is to enable the students develop their individually different process of knowledge building and meaning consecution as well as positive attitudes. In order to help the learners succeed, it is of the utmost importance for the teacher to examine and analyze possible barriers that might have a negative impact on learning .The teacher should be able to suggest ways how these could be minimized and use a variety of effective teaching strategies that would help overcome individual learning difficulties.
  *Class management competence
   Teachers should identify and use dual-focused activities, which simultaneously cater for language and content aspects. From the point of view of class management, a qualified teacher should be able to decide whether teaching the whole class, groups, pairs, or individuals is appropriate for particular` learning purpose, should be able to maintain learners ''interest and motivation through relevant learning opportunities, and to consider time management.
  *Example of course activities-microteaching
   One of the requirements for successful course completion is to prepare a microteaching from the very outset of the course. We believe that this is the way that course participants can best acquire basic professional, i.e. teaching skills. Peer teaching episodes are limited and take from 5 to 20 minutes. They are graded starting from simple game-like activities suited for the beginning of the class; two students   perform the practice of the lesson. As a follow-up they are analyzed in the whole group discussion. The lesson stage is also video-recorded for the purpose of research.
  Teachers need to use a variety of vocal and non-verbal means to illustrate the meaning, such as repetition, rephrasing, gestures, body language, exemplification, analogies, representation and visualization.
  Beside, Teachers exhibit active teaching behaviors such as clearly giving instructions, accurately describing tasks, maintaining learners ''engagement instructional tasks by maintaining task focus, pacing instruction appropriately, and communicating their expectations for students'' success. In presenting new information, they use appropriate strategies such as demonstrating, outlining, using visuals. Building redundancy, rephrasing, scaffolding,  linking new information to students'' previous knowledge, etc. to make  input comprehensible and context-embeded.  
(2) ICP--Intercultural Practitioner
   The new profession of ICP, Intercultural Practitioner, as invented by Agar(1994),can be applied to the role of language teachers. The role of ICP is "to find the locations in discourse where the differences occur and make the frame that explain the difference explicit". That is ICP is in charge of trouble shooting whenever cultural problems or misunderstandings occur between different parties and so to facilitate a mutual understanding. The responsibilities  may involves the role of reconciling A to B, pacifying emotionally agitated people, or even counseling. ICP may not be able to solve the fundamental problem, but at least their rational explanations can be helpful. Teachers ''work includes explanation of new and unfamiliar cultures to learners.
  And also, the objective of ICP is to describe the content and method of the teaching of culture to students who will become intercultural "actors" in the future. The survey gives a picture that culture transmission within these course of study is charities by variety and internal discussion, both in regard to the learning objectives which the teacher have set, as well as their teaching methods. One group of teachers aims primarily to strengthen the students'' knowledge of other specific cultures. A second group of teachers also regards this knowledge as a significant learning objective. A third group of want consciously to work with cultural awareness raising and the emotional dimension of intercultural competence.  They regard influencing the students to be tolerant and open as an integrated part of their teaching role.
(3).Communication
   Intercultural Communication Studies should focus both on the study of comparative cultures as such, as well as on communication studies as such. To use Chinese logic, this involves communication to let people learn about other cultures, and by learning about other cultures to let people improve their communication competence. The intuitive mastery that the native speaker possesses to use and comprehend language appropriately in the processor interaction and in relation to social context has been called by Hymens" communicative competence" .By "communicative competence ", Hymens means a competence of when to speak, when not, and as to what to talk about with whom, when, where, in what manner. It suggests that language teaching recognizes a social interpersonal and cultural dimension and attributes to it just as much importance as to the grammatical and phonological aspect. Then, in the same logic sense, the goal of communicative teaching is to develop the learner''s communicative competence, or the competence of using the foreign language in communication. It is a communication between people of different cultures and it is communication across cultures, briefly, intercultural communication and then, to help the students to develop a competence to use the foreign language for communication with people of different cultural backgrounds.
 (4).language training
    *One doesn''t require a student for only learning vocabulary and reviewing grammar rules. The purpose is to demonstrate the most effective application of language in communication situations. We teach English language as a "cultural function", and how it can be an indispensable tool in intercultural communication. As neutral as English may appear to be today as the international language of choice, English comes with a context and rich texture of its own. English language training for effective professional use should highlight the intrinsic potential of English that rightly distinguishes it as a natural intermediary language.
  "Business English" is not a separate kind of English. It''s not just about learning special vocabulary and reviewing grammar . Because if you do business in English, you do business across cultures. Business English is about applying solid language and intercultural communication skills in situations that can be especially tricky in an international business environment.
    *At more advanced levels of English language training, students invariably ask if it is really necessary to master all aspects of grammar. The fact of the matter is, English grammar (e.g. the verb forms) is no more ,no less, than a very refined set of essential vocabulary that enables you to describe an action with precision, clarity and appropriate emphasis. Therefore, good grammar is indispensable for effective communication skills; and if you require the language for professional use, it is a skill you can ill afford to compromise.
  (5)methods from foreigners  
    *To provide a basic frame of reference familiarizes a smaller number of conceptual cultural differences and similarities between different cultural regions. This is a much more accessible approach to understanding the different mechanisms and characteristics that are the essence of intercultural communication.
*We also can integrate real-life case studies, practice-oriented activities and exercise into a conceptual framework to give you a "toolbox" of skills and knowledge to communicate successfully intercultural. The toolbox consists of the knowledge and insight we teach students, and also provide students with very specific, concrete checklists and guidelines to support you in your future intercultural encounters. At the same time, this toolbox will provide students with the knowledge to deal with one particular culture, and with these skills necessary to successfully negotiate communication problems involving and culture, or to avoid them altogether.
VII. Content about IC.
I think the teacher should also instruct students to notice the main difference in language using; Now, I’ll list the main common content about teaching cross-cultural communication below.
1.      Addressing. Addressing is different between China and western countries. English lady is called Miss (unmarried) or Mrs. (married). If one can’t identify whether others married or not , one should use Ms, this is the result of Britain’s women’s right sport. The one that need paying attention to are: ‘Miss’ can be used to call to women alone, ‘Mr’ or ‘Ms’ are usually with one’s own name or using together, it can’t with the name alone; Mrs. can only be surnamed or one’s own surnamed. Sir and Madam can’t be added with surname or name, but use alone. In China, there are “comrade Li”, “ director Huang”, “headmaster GAO”, “ manager Wang”, “Mr. Lin”, etc. call traditionally, in the country of Great Britain and American, except that some specific job titles, for instance judge, doctor, professor, priest, etc, generally it is feeling cordiality, nature to address somebody with his name directly. If appear in the teaching material: Good Morning, doctor, but move and is used for calling the habit that a teacher does not accord with the personage of Great Britain and America: Good morning, teacher(Teacher Lin).
2.      Introducing. In learning to introduce oneself or others,  there is different between formal occasion and informal occasion. When you recommend one at coming visit or honored guest or VIP at meeting-place, the host said, “It is with great pleasure that introduce to you Professor Wang, president of Beijing University”. such an introduction is serious and proper. It is much more careless to introduce the way in the unofficial occasion. The house can be introduced like this to take friend to -----“Mum, this is Joan, my classmate”, “Joan, I’d like you to meet my family. This is my father, I”, etc. While introducing two people to know, generally should pay attention to the following order: Ahead of the woman after the man; Old after being few first; It is high after being low first; Ahead of the main fact after the guest; Ahead of Madam after the young lady; it is near first and then wait far.
3.      Care(showing concern). Talk like this in the teaching material: (a little girl asks an old lady) Girl: How old are you? Woman: Ah, it’s a secret. Can ask to anyone in Chinese: “how old are you”? In order to care about and cordial; In English country, except to the child, people do not ask an adult especially lady or the old man’s age easily, so as not to offend others’ right of privacy, so we should avoid asking the following questions in cross-cultural communication: How old are you? Are you married? How much do you make every month? What’s your religion? What have you been busy doing? So, you are divorced, what was the reason? The question of the type is nothing improper to Chinese, but these belong to “individual privacy” question for national personage in Great Britain and America to “ care about”. So, they pay attention to privacy very much, do not wish others to bother about the personal things. So, according to their habit, such a question is unsuitable to brother about, otherwise it is impoliteness.
4.      Modest. Modest is one of the Chinese traditional virtue. It is expressed modestly by denying oneself in China. When one is praised by others, but belittling oneself. When Chinese heard others praising their own feature, clothes is beautiful, they will make modest remarks: It’s kind of you to say so, when this kind of commendation is refused by Chinese, Americans often suspect whether they to do a wrong judgment by oneself or not, cross—cultural contact is probably failed between them. Whether while giving the present , Chinese often modesty say: “Here’s something little for you, it’s not good”. The foreigner who knows little Chinese culture doesn’t know this is a kind of ‘modest’ statement, they will wonder why does one give a present which he thinks not very good”. So, teachers should teach students when hearing the personage of Great Britain and America praising them, they can use “Thank you “to answer .
5.      Phone (making telephone calls).
The dialogue phoning, different culture has different rules. For example the mode which in the individual phones in Britain English generally is: (1) the telephone is ringing; (2) the person who answers the call is telling the telephone number; (3) the caller require that converse with somebody. To do like this, it can make other side understand whether to hang by mistake or not . the person who answers the call like this , mostly belongs to “gentleman’s stratum” or “ civilized society”. Teacher should remind students of using the following common—use word: “This is ***speaking”, but not “I am ***”; say: “ Is that ***speaking?” And does not say  : “ Are you *** speaking?”.
VIII. Conclusion.
  "Intercultural communication" is a hot issue in nowadays'' society. It is benefit for everyone to learn it. First, From learning IC, learners may come to perceive their approach to equivalent situations in their daily life, which has not been thought about critically but taken for granted, and start describing themselves in the way in which other people identify them. Second, to learn it, can lead students to reassess their own culture and contribute to learn their culture in more objective and insightful ways. Third, by analyzing and comparing more than two cultures, students will be able to develop a wider viewpoint toward the world.
  So, In English teaching, the basic goal is to realize cross-cultural communication, in order to exchange with the person from different cultures. Large area, improving the efficiency and quality of English teaching in an all-round way, and at the same time, it is the urgent need for China''s national economic development, and also is an urgent task of English teaching of cross-centennial. In order to achieve this goal, it needs us to realize correctly that cross-cultural communication teaching is an important link of English teaching, it should cause the attention of every English teacher.