Study On Intercultural Communication Cases Of Central Asian Students’Chinese Language Teaching Classes

Foreign language teachers as second language teachers, are always faced withthe students have different cultural and social background with the teachersthemselves, whose professional activities naturally become a typical interculturalcommunication activities. So, how can intercultural communication activities becarried out smoothly which throughout almost the beginning and end of teaching,achieving the purpose of intercultural communication, completing the optimizationof teaching Chinese as a foreign language successfully, become an importantresearch topic of teaching Chinese as a foreign language now. The Chinese LanguageTeaching issues of Central Asian students are increasingly prominent. Central Asianstudents as an important part of Chinese learners come to China, have somerepresentation, uniqueness, the research on the group also has more practical realsignificance. The purpose of this study is showing in the actual case analysis，howintercultural communication working effectively in teaching Chinese as a foreignlanguage; Analysis of cross-cultural communication targeted at Central Asianstudents in Chinese language teaching, and analysis of the cultural roots under therepresentation of communicative activities; demonstration of positive significanceintercultural communicative competence in foreign language teaching effectivenessand improving cross-cultural communication barriers on Chinese teaching.This article uses literature study, observation and interview survey. First of all,this article based on many observation of Central Asian students in Chinese class andinterviews with students and teachers in Central Asia, accumulated and sorted outmore representative cases of intercultural communication, After analysis andinduction, analyzed the intercultural communication of Central Asian foreignstudents’ Chinese language teaching from two angles like teachers and students. Inthe perspective of teachers, the author advocated by optimizing the structure ofteachers’ intercultural communication knowledge, improve interculturalcommunication teaching ability, and enhance intercultural communication and otherways to improve the overall quality of the relevant teachers’ interculturalcommunicative competence, in order to achieve the purpose of avoiding the teachers’formation of cross-cultural communication barriers; In the perspective of Students inCentral Asia, through the emergence of the phenomenon of students ’interculturalcommunication barriers of social and cultural background, personal adaptability,education and other aspects of attribution factors put forward by the Central Asian students to improve the culture of teaching to enhance students’ interculturalcommunicative competence measures, which should be part of the culture ofteaching involves knowledge of cultural and communicative culture. Finally, analysisof the impact of cross-cultural communication barriers related to language teachingand the solution strategy, elaborated into the impact of the main positive andnegative impacts from two aspects. Solving strategies are based on targeted principle,the principle of proportionality, the principle of interest, the principle of flexibility,improvements from specific aspects of the curriculum, teaching materials and teacherdynamic role, also raises issues that need attention.