学者对文化冲突有不同的表达方式。基本是一致的，即个人或群体从一个熟悉的文化环境所造成的文化环境到另一个陌生的价值观、文化行为准则冲突、习惯等，当外国留学生从世界各地以各自的文化背景来到英国时，一定会有一种称为“文化冲突”的现象。调情”。此外，在来到英国之前，学生们缺乏对英国的直观、全面的了解，甚至有些扭曲和扭曲。因此，及时对来英国留学的国际学生有一个客观的认识。在意识上，对摩擦、碰撞和协调有多种观点和理解（Mugabe，Brug&Catling，2016）。
我选择了两篇要研究的文章。一个与社会关系有关，另一个与留学生来华时的跨文化交流有关。此外，这些都与国际学生教育问题有关，这些问题与社会关系和跨文化交流有关。因此，本文将分别探讨这两个方面的问题。
Scholars have different expressions for cultural conflict. Basic is consistent, namely inpidual or group from a familiar culture environment caused by the cultural environment to another strange in values, code of conduct of culture clash, habits, etc. When foreign students come to Britain from all over the world with their respective cultural backgrounds, there must be a phenomenon called "cultural conflict". In addition, before coming to the UK, students lacked the intuitive, comprehensive understanding of the UK, and even some distorted and distorted. Therefore, in time, there is an objective understanding of the international students coming to Britain. In consciousness, there is a variety of points of view and understanding of friction, collision and coordination(Mugabe,Brug & Catling, 2016).
I have selected two articles to research. One is related to the social tie and the other is linked to the intercultural communication for international student when they come to the foreign country. In addition, they are all related to the international student education issues linked to the social tie and intercultural communication. As a consequence, this article would like to explore the questions on these two respective.除此之外，我还想介绍一下本文的结构。本文的第一部分介绍了社会关系和跨文化交际的理论知识。另外，两篇文章的关键知识可以从逻辑结构上进行分析，从而使这些部分在教育中受到影响。在最后一部分中，对这两个问题的建议可以在文章的结尾部分进行介绍。Besides that, I would like to introduce the structure of this article. First part of the article, theoretical knowledge in the social tie and intercultural communication could be introduced. In addition, crucial knowledge of two articles could be analyzed in the logical structure, so that these parts could be influenced in the part of the education. In the final part, the recommendation to these two issues could be cover in the end of the article.
2. Positioning
3. Summary of the Papers
3.1 Literature review
3.2 research questions
3.3 Sampling
3.4 Data collection and analysis
3.5 findings
4. Critique of papers
5.Teacher influence
The cultural content itself is both wide and complex, involving all aspects of life, and it is impossible for a teacher to talk about all relevant cultural background in class. In order to effectively increase the students' language and culture knowledge, students must be encouraged and guided to carry out a lot of extra-curricular reading and practice, and increase the accumulation of cultural knowledge. We can recommend some newspapers and news that are rich in British and American culture to the students, online download English article, all kinds of cultural stories, let the students make notes and their ideas. In addition we need to pay attention to is a teacher can't impose your choice of material for students to read, to respect the autonomy of students choose reading materials, arouse the enthusiasm of students’ extracurricular reading(Engellant, Holland, & Piper, 2016).
In today's junior middle school English teaching, the teacher often takes the language knowledge and language skills teaching, has neglected the interpretation and understanding of western culture knowledge, ignore the cultivation of intercultural communication consciousness and ability. In conclusion, it is important to cultivate students' cross-cultural consciousness. Pay attention to cross-cultural education, can enhance the identity of the different cultures and inclusive, to better promote the development of language and culture, and the communication between different language, culture and communication.
1．Social integration
2. Social adaptations
3. Assimilation
, he also emphasize the homogeneity feature of social members, immigrants finally into is to fully accept new social values, ideas, become the social members with defined the residents there.
4. Cultural adaptation
5. Social inclusion
6. Implication of this research
6.Conclusion
In summary, As teachers we make full use of teaching resources to teach students the knowledge, the traditional culture with its rich emotion and beautiful inner world to infection and guide students to build a rich inner world, to make every student in the study of cultural differences to feel its charm at the same time, absorbs the essence, so as to set up the correct outlook on life. In the teaching, we pay attention to the strong will of life and how the most basic reason to indoctrinate students, guide students to actively explore life, feeling life, ordinary life thinking with your heart. Guide the students to face the adversity bravely and face the situation calmly. Education students to understand the honest code of honor is a criterion, education students respect your heart, do not blindly follow, not fawn on common, immune to cultivate students' awareness of independence and unique spiritual consciousness. The study of traditional culture can give us a taste of the ordinary life and the extraordinary life. We help students understand the lofty ideals and the right understanding of life. To make the difference between the students and the unhealthy, the narrow ideals, the people, the influence, the people, the society's progress. Education students to distinguish between beauty and ugliness in real life, has a decisive accurate identification ability, to realize the value of people alive is not only confined to itself, but also with social synchronization, realize the real meaning of the harmonious society. Teaching should not only pay attention to the teaching of students' knowledge of spoken and written languages, more attention should be paid to stimulate the student to the pursuit of truth, kindness and beauty, trains the student to form the correct outlook on life, values, world view, pay attention to their spiritual world. As a teacher, we must bear our responsibility and contribute a little to the inheritance of our culture.
Reference list:
1. Benson, SJ 2016, 'Social ties and adaptation in Asian students',New Zealand Sociology, 31, 7, pp. 48-67, Australia/New Zealand Reference Centre, EBSCOhost, viewed 9 June 2017.
2. Casinader, N, & Walsh, L 2015, 'Teacher transculturalism and cultural difference: Addressing racism in Australian schools',International Education Journal: Comparative Perspectives, 14, 2, pp. 51-62, Education Source, EBSCOhost, viewed 9 June 2017.
3. Engellant, K, Holland, D, & Piper, R 2016, 'Assessing Convergent and Discriminant Validity of the Motivation Construct for the Technology Integration Education (TIE) Model',Journal Of Higher Education Theory & Practice, 16, 1, pp. 37-50, Education Source, EBSCOhost, viewed 9 June 2017.
4. Guo, S 2015, 'The Changing Nature of Adult Education in the Age of Transnational Migration: Toward a Model of Recognitive Adult Education',New Directions For Adult & Continuing Education, 2015, 146, pp. 7-17, Education Source, EBSCOhost, viewed 9 June 2017.
5. Humburg, M, & van der Velden, R 2015, 'Self-assessments or tests? Comparing cross-national differences in patterns and outcomes of graduates' skills based on international large-scale surveys',Studies In Higher Education, 40, 3, pp. 482-504, Australia/New Zealand Reference Centre, EBSCOhost, viewed 9 June 2017.
6. Jung, I, & Lee, Y 2015, 'YouTube acceptance by university educators and students: a cross-cultural perspective',Innovations In Education & Teaching International, 52, 3, pp. 243-253, Education Source, EBSCOhost, viewed 9 June 2017.
7. Lihe Huang1, c 2015, 'Improving Intercultural Education at Chinese Institutions from German Experience',Journal Of International Students, 5, 2, pp. 201-203, Education Source, EBSCOhost, viewed 9 June 2017.
8. Ly Thi Tran1, l 2009, 'Making visible 'hidden' intentions and potential choices: international students in intercultural communication',Language & Intercultural Communication, 9, 4, pp. 271-284, Education Source, EBSCOhost, viewed 2 June 2017.
9. Martínez-Fernández, J, & Vermunt, J 2015, 'A cross-cultural analysis of the patterns of learning and academic performance of Spanish and Latin-American undergraduates',Studies In Higher Education, 40, 2, pp. 278-295, Australia/New Zealand Reference Centre, EBSCOhost, viewed 9 June 2017.
10. Maruyama, H, Ujiie, T, Takai, J, Takahama, Y, Sakagami, H, Shibayama, M, Fukumoto, M, Ninomiya, K, Hyang Ah, P, Feng, X, Takatsuji, C, Hirose, M, Kudo, R, Shima, Y, Nakayama, R, Hamaie, N, Zhang, F, & Moriizumi, S 2015, 'Cultural Difference in Conflict Management Strategies of Children and Its Development: Comparing 3- and 5-Year-Olds Across China, Japan, and Korea',Early Education & Development, 26, 8, pp. 1210-1233, Education Source, EBSCOhost, viewed 9 June 2017.
11. Mugabe, C, Brug, P, & Catling, J 2016, 'Cross-cultural difference in academic motivation, academic self-esteem, and upward social mobility within a student cohort',Psychology Teaching Review, 22, 2, pp. 53-68, Education Source, EBSCOhost, viewed 9 June 2017.
12. Pavlidis, Pp 2015, 'Social consciousness, education and transformative activity',Journal For Critical Education Policy Studies (JCEPS), 13, 2, pp. 1-37, Education Source, EBSCOhost, viewed 9 June 2017.
13. Poldin, O, Valeeva, D, & Yudkevich, M 2016, 'Which Peers Matter: How Social Ties Affect Peer-group Effects',Research In Higher Education, 57, 4, pp. 448-468, Education Source, EBSCOhost, viewed 9 June 2017.
14. Schartner, Aa 2015, ''You cannot talk with all of the strangers in a pub': a longitudinal case study of international postgraduate students' social ties at a British university',Higher Education (00181560), 69, 2, pp. 225-241, Education Source, EBSCOhost, viewed 2 June 2017.
15. Schartner, Aa 2015, ''You cannot talk with all of the strangers in a pub': a longitudinal case study of international postgraduate students' social ties at a British university',Higher Education (00181560), 69, 2, pp. 225-241, Education Source, EBSCOhost, viewed 9 June 2017.