The Reform Model and Practical Pathways of College English Teaching from the Perspective of Transcultural Communication

Abstract

The paper takes transcultural communication theories as analytical tools to open up the systemic bottlenecks of college English teaching across China. Through an analysis of everyday classroom operations and teaching materials, the study finds out that current mainstream teaching tends to adopt a static understanding of culture, which treats cultural knowledge as static, transmittable facts rather than as dynamic symbols freely negotiable by different groups. This distorted approach to understanding and teaching culture creates a crude and unfair imbalance in course content, with textbooks burdening teachers with predominantly Anglo-American teaching materials, while remaining overly enthusiastic about Western cultural narratives and largely insensitive to indigenous Chinese cultural elements. This distorted approach to understanding and teaching culture creates a crude and unfair imbalance in course content, with textbooks burdening teachers with predominantly Anglo-American teaching materials, while remaining overly enthusiastic about Western cultural narratives and largely insensitive to indigenous Chinese cultural elements. Psychologically, the one-sided account of Chinese culture in textbooks makes students feel detached, uninterested, and disengaged from the learning process. This undermines students' appreciation for their own cultural heritage while simultaneously eroding their ability to communicate autonomously across cultural boundaries. Hence, the paper puts forward practical optimization strategies which include broadening the range of teaching resources, adopting interactive and learner-centered classroom designs, and implementing multi-level, real-time assessment schemes. All these targeted improvements can eventually establish an inclusive and creative college English teaching framework which caters for different views of cultural discourse power.