Abstract
Chinese students often have grammatically correct, but improper and inappropriate expressions when using English. To acertain extent, the reason is that the existing examination-oriented English teaching mainly focuses on the cultivation of grammar competence, and lacks the cultivation of cultural communicative competence .Learning a language is inseparable from learning its culture. Therefore, teachers should carry out cultural teaching to improve students' cross-cultural awareness .One hundred students were interviewed and participated in focus groups. During the study, documentary researching, survey questionnaire and comparison method are applied. The findings indicated that English teaching can be more effective if teachers pay attention to relevant cultural knowledge in the whole teaching process. Therefore, there is a need for teachers to carry out cultural teaching in middle schools to improve students' cross-cultural awareness. Therefore, integrating cross-cultural awareness into English teaching and changing the traditional English teaching mode can meet the needs of contemporary social development. This paper focuses on how to cultivate the intercultural competence of middle school students and from different perspectives of teachers and students to find ways to solve these problems.
Keywords: English teaching，middle school students，culture differences，intercultural communication competence
Contents
I. Introduction 1
II. Simple Analysis of Cross-cultural Communication 1
III、A survey of the cultivation of middle school students' intercultural communication ability 3
（一） Investigation 3
1. Subjects 3
2.Procedure 3
3.Result and conclusion 4
（二）Analysis 4
1.The differences between Chinese values and western values 5
2.Stereotypes and prejudices 5
3.Making Generalizations 6
4.Results of the two tests 6
IV、 Strategies of Cultivating Intercultural Communicative Competence 7
（三）Some Suggestions for Promoting Cross-cultural Communicative Competence in Middle School EFL Teaching 7
1.The use of physical objects and pictures 7
2.Comparison method 8
3.Scene establishment and role-play 8
4.The colorful and varied extracurricular activities 8
V、Conclusion 9
VI、 References 10
