Cultivation of Cultural Empathy Competence from the Perspective of Intercultural Communication

Abstract

The focus of current foreign language teaching is to cultivate students' cultural awareness. The ultimate goal of foreign language teaching is to cultivate students' intercultural communicative competence, and cultural empathy competence is the most important factor in the intercultural communicative competence system, which will directly affect the quality, effect and process of intercultural communication. In the process of intercultural communication, people begin to realize that the cultural empathy competence is the most important part of the intercultural communication system, which will directly affect the quality, effect and process of intercultural communication. In English teaching, the education and training of cultural empathy competence is an indispensable part in cultivating students' comprehensive English competence. Reaching the ideal state of empathy is not an overnight process, but a long process of psychological adaptation and behavioral identification, which determines the nature of difficulty and long-term of cultural empathy. Therefore, in English teaching, teachers should not only teach language knowledge, but also impart cultural knowledge, guide students to realize the differences and similarities between Chinese and western cultures, cultivate students' intercultural communication awareness through multiple ways, and skillfully guide students to carry out cultural empathy, so as to improve the effect of English teaching.

Changes of the Image of Chinese People in Western Movies under the Speech Accommodation Theory

“…Butterfly is a tragic story told by Huang Zelun that a French diplomat living in Beijing, Rene Gallimar, is used by a spy, Song Liling, a Chinese male disguised actor who plays Madame Butterfly on stage, and finally commits suicide. Song Liling in M. Butterfly first appeared as an illusory butterfly [9]. Although Song Liling has the stereotype of being cunning, fickle, and feminine, she still has a certain degree of progress.…”

Instructor presence in online teaching: challenges and opportunities

“…presence in online education [5,6], on the role of empathy [7] and its relation to engagement, connectedness [8,9], motivation and their practices in online teaching [7,[10][11][12][13]. The reviewed data from applied research, describing the ways to develop community [14,15], assessment online [16,17], course design [18], provide the material for comparative and systematic analysis of the teaching practices ensuring instructor presence and establishing stable contacts with learners.…”