Evaluation of English intercultural adaptability and teaching realization from the perspective of philosophical deconstruction

• Autor(a) principal: Li, Huijun
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Trans/Form/Ação (Online)
• Texto Completo: https://revistas.marilia.unesp.br/index.php/transformacao/article/view/15027
• topic: Philosophical Deconstruction; English Intercultural; Teaching Realization; Teaching Reform; Desconstrução Filosófica; Inglês Intercultural; Realização Docente; Reforma do Ensino

Since its emergence, philosophical deconstructionism has been regarded as an unconventional and anti-dogmatic ideology, which has strong reference significance for the reform of English courses in Chinese universities. China is in a critical period of transformation, which requires university English education to fundamentally change traditional educational concepts and carry out comprehensive English teaching reforms. At the same time, issues, such as cross-cultural adaptability and communication in Chinese English teaching, have gradually attracted people’s attention. The academic community in China has been discussing issues related to English education for many years, but few people have placed English education from a philosophical perspective. In response to the issues of insufficient understanding of cultural differences and incomplete cognitive evaluation systems in current English cross-cultural teaching, this article aims to improve people’s cross-cultural abilities through a deconstructive perspective, thereby better understanding cultural differences, respecting multiculturalism, promoting students’ diverse development and deepening English education. Therefore, this article attempts to explore the cross-cultural adaptability of English from the perspective of philosophical deconstruction and how to achieve English teaching reform in China, which has important practical significance for related fields. Through the study of English cross-cultural communication from the perspective of philosophical structure, it can be concluded that applying structuralism to English cross-cultural teaching helps to better understand cultural differences, respect multiculturalism, advocate dialogue and communication, and rebuild a new cognitive system.