By investigating the philosophical meanings of the concept of cross culture, this paper probes into the construction of classroom discourse by closely following the important links as cultural coexistence, communication and mutual understanding, and meaning generation in the formation of cross-cultural awareness. From the macro perspective, classroom discourse should be built into a holistic culture with shaping power and internal connections. At the micro level, the contribution of the local factors to the construction of the discourse as a whole should also be given attention. On this basis, the macro-planning of the discourse determines the way of meaning construction, while the micro-analysis affects the result of meaning construction.

Cross-cultural pragmatic competence;Cross-cultural awareness;Macro;Micro

[1] Baker, W. (2015). “Culture and Complexity through English as a Lingua Franca: Rethinking Competences and Pedagogy in ELT”[J]. Journal of English as a Lingua Franca, 4(1), 9–30. [2] Bakhtin, M. (2009) Collected Works of Bakhtin [M]. Shijiazhuang: Hebei Education Press. [3] Brumfit,C. (2003). Individual Freedom in Language Teaching: Helping Learners to Develop a Dialect of their Own [M]. Oxford: Oxford University Press. [4] Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence [M]. Clevedon: . [5] Chen Lifang, Liang Suli.(2021). “A Survey and Research on Cross-cultural Pragmatic Competence of College Students”[J]. Journal of Nanchang Normal University(6):22-26. [6] Cook, G. 1989. Discourse[M]. Oxford: Oxford University Press. [7] Crawford, J. (2006) “Becoming an L2 User: Implications for Identity and Culture in the Language Classroom” [J]. Studies about Languages (8): 70-76. [8] David L. (2022). “Language Learner Autonomy: Rethinking Language Teaching”[J]. Language Teaching, 55: 64–73. [9] Ellis R. (2008). The Study of Second Language Acquisition [M]. Oxford: Oxford University Press. [10] Gadamer, H. G.(1977) Philosophical Hermeneutics [M].Oakland: University of California Press. [11] Gadamer, H.G. (1999).Truth and Method[M], translated by Hong Handing, Shanghai: Shanghai Translation Publishing House. [12] Gee,J.P. and J. Green.(1998). “Discourse Analysis, Learning and Social Practice: a Methodological Study” [J]. Review of Research in Education(23):26-45. [13]Gumperz,J.(1982).Discourse Strategies[M]. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511611834. [14] Han Fei.(2023). “The Cultivation of Cross-cultural Pragmatic Competence Among College Students in the New Situation”[J]. English Square(14):12-16. [15] Heath Rose, Jim McKinley and Nicola Galloway. (2021). “Global Englishes and Language Teaching: A Review of Pedagogical Research”[J]. Language Teaching, 54: 157–189. [16] Hermans,H.J.M.(2016) “The Construction and Reconstruction of A Dialogic Self” [J]. Journal of Constructivist Psychology(2): 89-130. [17] Hinkel, E. (1996) “When in Rome: Evaluations of L2 Pragma-linguistic Behavior” [J]. Journal of Pragmatics 26(1): 51-70. [18] Hodges, Adam. 2015. “Intertextuality in Discourse”[A]. In The Handbook of Discourse Analysis[C]. Volume1 (2nd edition), ed. by Deborah Tannen, Heidi E. Hamilton and Deborah Schiffrin, 42–60. Oxford: Wiley Blackwell. [19] Kasper, G. (1992). Pragmatic Transfer [J]. Second Language Research: 203-231. [20] Kecskes, Istvan. (2017). “From Pragmatics to Dialogue”[A]. In The Routledge Handbook of Language and Dialogue[C], ed. by Edda Weigand, 78–92. London and New York: Routledge. [21] Piaget, J. (1983) Piaget’s Theory // Mussen P. Carmichael’s Manual of Child Psychology[M]. New York, NY: John Wiley and Sons Inc, 703- 732. [22] Roschelle, J., & Teasley, S. D. (1994) “The Construction of Shared Knowledge in Collaborative Problem Solving”[J]. NATO ASI Series F Computer and Systems Sciences (128): 69-97. [23] Searle,J.R.(1998) Mind, Language and Society: Philosophy in the Real World [M]. New York: Basic Books: 82. [24] Siegal, M. (1996) “The Role of Learner Subjectivity in Second Language Sociolinguistic Competency: Western Women Learning Japanese”[J]. Applied Linguistics 17(3): 356-82. [25] Si Zhu. (2008) “Towards Cross-Cultural Hermeneutics” [J]. Fudan Journal(Social Science Edition)(5):90-97. [26] Terence,O. (1989) Language Transfer: Cross-linguistic Influence in Language Learning[M]. Cambridge University Press. [27] Urszula O. (2022). “Discourse approaches to the study of dialogue and culture(s)”[J]. Language and Dialogue 12:2, pp. 169–196. [28] Verschueren. J．(2000) Understanding Pragmatics [M]. Beijing: Foreign Language Teaching and Research Press. [29] Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes [M]. Cambridge, Massachusetts: Harvard University Press. [30] Weigand, Edda. (2021). “Language and Dialogue in Philosophy and Science”[J]. Intercultural Pragmatics 18/4: 533–561. https://doi.org/10.1515/ip-2021-4005. [31] Widdowson, H. G. (2012). “ELF and the Inconvenience of Established Concepts”[J]. Journal of English as a Lingua Franca, 1(1), 5–26. [32] Wolfgang W. (2004) Our Postmodern Modernity [M]. Beijing: The Commercial Press. [33] Yao Jiehou. (2011) “Four Dimensions of Cross-Cultural Philosophy”[J]. Journal of the Graduate School of the Chinese Academy of Social Sciences (4):33-39.

DOI： https://doi.org/10.62639/sspjiss11.20250202

Published： 2025