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International Journal of Educational Innovation and Science, 2022, 3(2); doi: 10.38007/IJEIS.2022.030207.

Influence of Cross-Cultural Communication on the Vocabulary Teaching of Languages-Taking English French and Chinese as an Example

Author(s)

Yan Gao

Corresponding Author:
Yan Gao
Affiliation(s)

School of Foreign Languages, Huzhou University, Huzhou, Zhejiang 313000, China

Abstract

Language is a convey of culture and means of communication. It is born for and grows in performing its innate functions. This fact finds evidence in any language in the world, which is exemplified in this paper. For long centuries cross-cultural communication has enriched the English lexicon, which in turn has influenced French and Chinese by interactions between them. The contact of any two different cultures inevitably involves interactions of their languages. In the whole process of interchange and interaction, it is also inevitable that a thriving culture is in the position. The stronger one will impose or spontaneously lend words to the language of another culture by their language interaction. So through the background of cross-cultural communication, it would be helpful for us to analyze and understand the interactions between different languages. For historical reasons there are too many French words intruded into English vocabulary. But with the development of Britain, English has gradually played an important role in international business and communication. Also the same is true of Chinese. No matter which kind of language is introduced into another, loanwords are the main type. Similarly in turn the lexicons of different languages interactions make different cultures develop to some extent, and it should be considered in our vocabulary teaching.

Keywords

Cross-Cultural Communication, English, Chinese, French, Language Interactions, Vocabulary Teaching

Cite This Paper

Yan Gao. Influence of Cross-Cultural Communication on the Vocabulary Teaching of Languages-Taking English French and Chinese as an Example. International Journal of Educational Innovation and Science (2022), Vol. 3, Issue 2: 53-61. https://doi.org/10.38007/IJEIS.2022.030207.

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