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1、StudyofCultureTeachinginBusinessEnglishZhaoYinglongAbstract:TheAppliuitionofcrosvl(uralcommunicationtheoriestotheteachingofbusinessEnglishinthecontextofChineseUnivcniiticvshouldbeCrmdIKtCdinMichawaythatstudentsarcaWctoIcarnIhnlChinesemWcMCnlculturescxiMa，difIcrcntsylenx.andIouden%ladIbtffuxlanlalika
2、sgnemugIbeIVSPeCIiVtfculturalentities.ByCCnlpari，Onandanalysis,buie%xCuhUnildittcrcnccsarcstudiedaposethefollowingsuggestions.4.1 ToguidestudentstouseInternetforinterculturalbusinesscommunicationItisnotdifficultforanEnglishlearneromakeEnglish-speakingfriendsanymorethankstothewideapplicationofInterne
3、t.WiththepopularinstantmessengerMSN,onecanfindpeoplefromalltheEnglish-speakingcountries,thenativespeakers.Ifonehasmicrophone,heorshecanmakeoralconversationswithforeigners.Ifacameraisalsoequipped,theirfacialexpressionscanalsobevisibleforbettercommunication.TherCarcmanyspecializedwebsitesforintercultu
4、ralcomparisonorfricnds-secking.Onecangetrecommendedwebsitesfrominterculturaltextbooks,appendixorbypowerfulsearchingengineslikeGoogle.Multimediacanshowreal-lifematerialtoletstudentsponderthroughcomputerscreen.Teacherscancontrolthespeed,scriptsandetctomakeculturallearningeasierandfun.Whenwatchingnegot
5、iationsellings,onecansensethe(oneandbehavioroftheeroorheroine.Powerdistanceandauthorityrelationship,womensstatus,etiquette,socialno11ns,etc.canbeperceived.SomecontroversyinbusinesssettingsshouldbediscussedandanalyzedunderbusinessEnglishteachersguidance.Nowadays,withtheincreasingroleplayedbyChina,the
6、rearemanyforeignerswhoalsowanttolearntheChineseculture.1,heyhavethesamedesiretoknowmorefromarealChinesenative.Chattingwithnativespeakersisfunandfruitfulfordevelopinginterculturalcompetenceforinternationalcommunication.Whencommunicatingwithforeigners,oneshouldbesensitivetotheirnon-verballanguagebecau
7、sewatchingtheirfacialexpressionsforsignsofunderstanding,misunderstanding,confusion,etc.canmakeinterculturalcommunicationeasierandbelter.4.2 ToputculturalevaluationintobusinessEnglishsyllabusandtestingsystemWiihtheincreasingimportanceofinterculturalcompetenceinbusinessEnglishteaching,currentbusinessE
8、nglishsyllabusshouldbemodifiedtomeettherequirementOfglobalization.IfculturaleducationinbusinessEnglishiswritteninsyllabus,businessteacherswillrealizethesignalandtakeanypossiblechancetopenetrateinterculturalawarenesstotheirstudents.Fishorfishery,whichdoyouprefer?AqualifiedbusinessEnglishteacherwillte
9、achastudenthowtoIcamcfTcclivclybythemselves.Teachersshoulddeveloptheirownteachingapproachesandinterculturalknowledgeforthepurposebysclf-pcrfeclion.BusinessEnglishteachersshoulddeveloptheirownculturalintelligence,andthen(eachheirNUdeilis.Mrarch(2(X)8)definedculturalintelligence.Culturalintelligenceis
10、intelligenceusedloadapteffectivelytoforeignculturesorpeople.Hepointsthatoneissuretosutleraprocessfromindependencehoneymoon,culturalshock,superficialadjustment,depressionisolation,re-integrationcompensationandautonomyprocessifheorshehastomoveintoadifferentculture.ItmeansbusinessEnglishteachersshouldd
11、eveloptheirownculturalintelligencefirstunderthedirectionofsyllabus.CurrentbusinessEnglishtestslaymorestressonlinguisticcompetencethancommunicativecompetence.Patterns,usefulexpressions,phrases,professionaltermsandtranslationarcthemaintestingitems.TheformandcontentofbusinessEnglishtestshouldbeimproved
12、toencourageteachersandstudentstopayfullattentiontothedevelopmentofinterculturalbusinesscommunicativecompetence.Tbtesthowwellthestudentsmastertheculturalknowledge,teacherscancreateasimulatingbusinessscenariolotesttheirappropriatereaction.Theteacherscanalsogivethestudentssomebusinesseasesloanalyze,thu
13、stheycanfindouthowgoodthestudentsareininterculturalbusinessconmunicaion.ByimprovingthecurrentIeSlsystem,teachersandstudentswillbegintofocusontheteachingandlearningofculture.43,ibknowmoreabouttheChinesebusinesscultureAnotherbarrierfacedbybusinessEnglishlearnersinChinaindevelopmentofinternationalbusin
14、esscommunicationisanobjectiveattitudetoourmotherlanguage.Ininterculturalcommunicationwithforeigners,aChinesepersonshouldkeephisorhernationalcharacterwithdeepUndcrslandingonChineset11litionalculture.BearingasolidChineseculturebackground,aChinesecanbeconfidentindealingwithcuhuraldifferences.Intercultu
15、ralcommunicationistwo-wayroadIbrinputandoutput.WhenAmericansorotherpeoplesarecurioustoknowContusionorTaoism,aChineseshouldberesponsibleoplaytheroleascuhuralambassadorointroduceChineseculturetoforeigners.Basedonmutualresectsanddeepunderstandingofn)therlanguage,ChinesebusinessEnglishlearnerscanlearnmo
16、reculturaldifferencesobjectivelyforcomparison.IeachersshouldremindstudentstheimportanceofculturalvarietytoletstudentsbealcrtaboutChinesenationalidentitybasedonChinesetraditionalculture.WheninRome,doastheRomansdo、maybecomeaconcessionforculturalconflicts.Emulsion(1992)statesthattheappropriatenessofspe
17、echactsininteractioncommunicationshouldntbejudgedbythelanguagetheyspeak.Forexample,whenanAmericanbusinessmaninChinaisusingEnglishtocommunicatewithaChinesebusinesspartnerinChina,heshouldntadheretohisAmericanpragmatics9norms,atleastatacertaindegreetofollowChineseculturalcontext.4.4 TOtakeadynamicviewt
18、ointerculturalcommunicationinbusinesssettingsXu1.isheng(2(XX)pointsthatcommunicationbarriersshouldbeeliminatedbynwtualeffortstoadapttoeachother.TeachersshouldguidestudentstoavoidanxietyininterculturalcommunicationandIcanitoobserveanddecodeothercultures.Consideringtiming,physicalsettingandcustoms,teachersandstudentscanbeflexibleinselectingwordsandactions.Oneshouldbealertininterculturalcommunication.Forexample,powerrelationshipbetweenparticipantsincommunicationisoftenneglected.One,sresponsetothesamequestioncanbediff
