Cultivating students’ cross-cultural communicative competence: strategies for teaching college oral English in China

Abstract

This study explores the challenges faced in developing cross-cultural communicative competence (CCC) within China’s college oral English education based on academic frameworks by Hymes (1972) and Byram (1997). Findings show that although it is consistent with China’s College English Curriculum Requirements (Ministry of Education, 2007), systemic barriers such as exam-oriented assessments, insufficient teacher training, and decontextualized materials have hindered CCC development. Through the analysis of the mixed approach to peer-reviewed studies, this paper puts forward feasible reform suggestions, including curriculum assimilation of authentic cultural content, technology-enhanced simulations (e.g., AI-driven VR), and international cooperation projects. Recommendations emphasize the requirement for standardized CCC assessment rubrics, teacher professional development programs, and partnerships with multinational organizations to bridge rural-urban resource disparities. The study concludes that fostering CCC is not merely a linguistic goal but a strategic imperative for China’s global engagement. By prioritizing empathy, adaptability, and critical cultural reflexivity, educators can equip students to thrive in multicultural environments, ultimately contributing to a more interconnected and harmonious global society.