{'fraction_non_alphanumeric': 0.018436109345200253, 'fraction_numerical': 0.0025429116338207248, 'mean_word_length': 5.697872340425532, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Cultural Subjectivity in Intercultural Communication

The phenomenon of intercultural communication has been the subject of a great deal of research in the field of ESL education; however, the research has been primarily focused on the incorporation of target culture in foreign language curriculum. Starting with the current situation of cultural awareness, this paper stresses the importance of establishing cultural subjectivity so as to adopt the proper attitude towards cultural diversity in intercultural communication. The main premise of the paper is that through subjectivity the learners can establish individual intercultural awareness and competence, develop a sense of cultural identity, gain an understanding of their target culture, and realize the diversity of cultures in the world. Yet many Chinese students who aim at enhancing cultural competence opt to receive the target culture at the expense of native culture, which turns out to be unsatisfied. An attempt needs to be made to incorporate native culture into the ESL classroom for the purpose of a balanced and effective cross-cultural communication. There is a focus on how to cultivate a sense of cultural subjectivity in this paper, which covers four aspects:(1)understanding the current situation of cultural awareness; (2)intercultural communication calls for cultural subjectivity; (3) conceptual patterns; (4) classroom pattern. The application of the study of multiculturalism will enhance the acquirer’s competence proceeding into an effective context immersed in the multilingual cultures.