【正文】 transcending the original culture in addition to developing a more impersonal viewpoint about these involved things with the purpose of fighting against various conventional image of culture. As an example, many regular words such as “thanks” or “thank you” in American culture can’t exactly be explained to the speaker’s ture feelings。 meanwhile, similar words or expressions like “sorry” and “excuse me ” are considered to be powerful words with magic, and they are also internalized during the process of being more social. Their most obvious purpose is to be polite and civilized. Only those people having different cultural backgrounds all put enough stress on sharing these rules in using language, can they avoid such feelings like the natives’ discrimination and dishonesty as well as giving a bad image of your own culture. Not only the particular connections between culture learning and language learning but also the difficulties and challenges can be found in the process of teaching and learning culture in one language schoolroom. Understanding foreign culture is not easy but highly tough and to res challengeablechallengeable pond correctly to foreigners。 great efforts are supposed to be done in developing the curriculum, evaluating test and training teachers.Chapter Four Crosscultural Communicative CompetenceJustify all of the following wordson both sides. Communicative Competence and Crosscultural Communicative Competence Communicative petenceAn American professor in linguistics mentioned the term municative petence for the first time that was conceptualized with human possible ability involving in linguistic knowledge and petence in order to use the language well(Jia Yuxin，1997). According to the concept, four important parts are equally important to build good municative petence. They can be expressed with excellent grammar, high fitness and well suitability, together with high enforcement. From where the professor is stand, on one hand, one’s grammar skill and linguistic capacity should be took into consideration as for building one’s municative petence。 on the other hand, the basic ability to evaluate is also supposed to be focused and valued equally. According to the famous transformational theory in generating grammar, the particular hypothesis about municative petence makes some kind reformation of linguistic research in modern times emerged to some extent. Because it has been maintained for a long time, what’s more, the study vision of municative petence has been opened without doubt and those researches in linguistic and language teaching all have been strongly impacted. And educational outline has involved in the part of enhancing municative petence in the country, in addition, many educators have applied the term frequently during their teaching course. There are various viewpoints about the original mechanism in municating petence。 some people believe that the term petence encouraged by the great Chomsky stimulate the municative petence’s conceptualization。 in addition, others consider the original municative petence as one unlike form from Chomsky as for the relationship between the concept of petence and the concept of municative petence. However, it is easily found that municative petence reached one some level or degree during the early 1970s. As for the relationship between the concept of petence and the concept of municative petence, it can be safely said that there are both similarities and differences to some degree because of their different perspectives. Crosscultural municative petenceMany scholars hold that language is a necessary part of culture. If people try to avoid talking about culture when teaching language, then it means process of teaching some nonsensical symbols. If people overlook the basic culture, even skilled language learners could misunderstand information from others, which will result to the failure of municating. Language has an irreplaceable function as a tool for culture learning。 there is no such thing like the language not referring to culture or the culture not referring to language. Culture can not be easily spread if without the relevant language as the carrier。 in the same way, language lost its value to express its specific meaning if without related culture(Hu Wenzhong，1999).The munication between those people from various cultural backgrounds, managing the relationship between culture and munication in addition to solving these problems in the crosscultural context in the whole process with the relationship between culture and language, is crosscultural municative petence(Hu Wenzhong，1999). It is crosscultural municative petence that is such a munication between different groups in one system of concept and signal, so misunderstandings about munication or even culture shock can be caused by these cultural differences. In addition, one of its obvious features is that municators vary from language, history and the surrounding and different customs and values, together with municative rules and thinking patterns to some extent. The difficulties about understanding each other and municating each other can not be avoided since people tend to be accustomed to their native culture and be very sensitive to foreign culture. It means that something you like may be not something others like or even be something others hate.The major target of the second language teaching is to build students’ crosscultural municative petence not to simply advance their language ability or municative petence. Crosscultural municative petence is one of important research subject in the district of crosscultural municative petence. Domestic scholars have e to a conclusion that crosscultural municative petence consists of four parts that include verbal municative petence, nonverbal municative petence and the transforming petence between language regulations and municative petence, together with the ability to figure out culture co