《跨文化外语教学实践研究》从社会发展需求和外语教学改革的视角出发，将跨文化交际能力理论用于外语教学，针对目前我国高校外语人才语言能力强、跨文化交际能力弱的现状，提出跨文化外语教学法的理念。语言、文化与交际之间的相互关系，以及跨文化交际学科多元化的发展特性为跨文化外语教学法提供了理论基础。《跨文化外语教学实践研究》分五部分：外语教学法的历史沿革、跨文化沟通能力概述、外语教学中的跨文化方法、跨文化外语课堂教学法的实证研究、数字时代跨文化外语教学的新挑战。《跨文化外语教学实践研究》可以为外语老师研究教学方法提供帮助。

吕宁，副教授，硕士研究生，美国密西西比学院访问学者。毕业于上海大学外国语学院，主要研究方向为跨文化交际、跨文化外语教学。从事一线英语教学近20年，先后发表学术论文10余篇，主持、参与省级及以上教育教学研究课题20余项，参编教材3部，主持山东省职业教育名师工作室。先后获得全国职业院校信息化教学比赛一等奖、山东省职业教育教学成果一等奖、中国纺织工业联合会“纺织之光”教学成果一等奖等，受聘担任全国职业院校技能大赛教学能力比赛评审专家、全国职业院校技能大赛英语口语赛项裁判等，先后被评为山东省职业教育青年技能名师、山东省文化素质教育教学指导委员会教学名师、淄博市有突出贡献的中青年专家。

Chapter 1 The History of Foreign Language Teaching (FLT)
1.1 The approach, method, and technique
1.2 FLT methods mainly used in China
1.2.1 The grammar-translation method
1.2.2 The direct method
1.2.3 The audio-lingual method
1.2.4 The audiovisual method or the situational method
1.2.5 The communicative approach
Chapter 2 Intercultural Communication Competence (ICC)
2.1 Western researchers'study on ICC
2.1.1 The definitions of ICC
2.1.2 The components of ICC
2.1.3 Discussion on western researches
2.2 Chinese researchers'study on ICC
2.2.1 Hu Wenzhong and Gao Yihong's research
2.2.2 Jia Yuxin's research
2.2.3 Wen Qiufang's research
2.2.4 Zhao Aiguo and Jiang Yaming's research
2.2.5 Yang Ying and Zhuang Enping's ICC model
2.2.6 Discussion on Chinese researches
2.3 ICC in FLT
Chapter 3 Intercultural Approach to FLT
3.1 Concept of foreign language talents
3.1.1 An analysis of the syllabus
3.1.2 The current situation of foreign language talents
3.2 Theoretical foundations
3.2.1 The relationship among culture, language andcommunication
3.2.2 The feature of intercultural communication study
3.3 Teaching objectives
3.4 Teaching methods
3.5 Course books
3.6 Classroom techniques
3.6.1 Introducing cultural background
3.6.2 Exploring cultural information in language
3.6.3 Case study
3.6.4 Role-plays and simulations
3.6.5 Case diagnosis and resolution
3.7 Teachers
Chapter 4 An Experimental Application of Intercultural Approach to FLT in the Classroom
4.1 Preparation
4.2 Procedure
4.3 Data collection
4.4 Data analysis
4.4.1 Mean score
4.4.2 T-test
4.5 Results and discussion
4.6 Conclusion
Chapter 5 Challenges of Intercultural Approach to FLT in theDigital Time
5.1 Introduction
5.2 Methodology
5.2.1 Participants
5.2.2 Questionnaire
5.3 Results
5.3.1 Teaching mode
5.3.2 Course resource
5.3.3 Platform and technology
5.3.4 Satisfaction to the teaching effectiveness
5.4 Problems in the online teaching of Chinese colleges
5.4.1 Not forming the habit of online teaching and learning
5.4.2 The practicability of course resource need to be enhanced
5.4.3 Similar functions and lacking of characteristics
5.4.4 Informational competence to be promoted
5.4.5 Lacking research on online teaching
5.5 Strategies in online education development
5.5.1 Forming the habit of online teaching and learning by application of recorded teaching and live teaching
5.5.2 Upgrade the function of teaching resources and platforms by deleting, revising, and constructing
5.5.3 Improving college teachers' informational qualification by competition, training, and daily practice
5.5.4 Encourage online teaching research by transforming researchachievements
Ending
Appendix
Bibliography