霍夫斯泰德,社会心理学和人类学的主人提出理论在跨文化交流中指出。霍夫斯泰德的理论关于文化活力彻底探索文化交流,无论应用于他们的批判(刘et al .,2011)。他提出了家庭所有跨文化接触的原型。虽然这可能不是最理想的形式的评价在某些设置,如在一个普遍的层面上,它可以充分描述发生的交互教学的观点。虽然Sweeney Mc对霍夫斯泰德的观点的尺寸可能是有效的在某些情况下,在某些情况下,与个人在学术环境中,相对论的评价模式将受益超过评估的普遍性的模式。同样,霍尔的理论对高、低文化维度探索通信至关重要。这种方法更实用,尽管它促进某些刻板印象在移民和寄居的形成。如果想当然,文化相对主义促进相互学习特别是在教育领域(Luchtenberg,2004)。
扩张的全球化和内在化的过程,许多国家承认的重要性及对接收和有趣的国际学生。这种传播可能不仅来自金融危机(如教育机构有必要确定财政维护),也由于国家学生的数量下降(河流,2010)。这种日益增长的需求获取不同国籍的学生他们的选择的研究在不同的国家有许多影响跨文化沟通(河流,2010),尤其是当英语是作为外语学习。因此,跨文化教育港口所有领域的跨文化交流和能力。跨文化教育是探索先前研究人员有一定的动荡方面,基于遗产,霍夫斯泰德的文化维度理论解释(Dervin & Tournebise,2013)。
Hofstede, the master of social psychology and anthropology proposed theories in cross-cultural interactions which are noted to date. Hofstede’s theories regarding cultural dynamism explore cultural communication thoroughly, regardless of the critique that is applied to them (Liu et al., 2011). He presents family as the prototype for all intercultural encounters. Whilst this may not be the ideal form of evaluation in certain settings such as on a universal level, it may adequately describe the interactions that take place from a pedagogical point of view. Although the arguments of Mc Sweeney regarding Hofstede’s dimensions may be valid in certain instances, in certain cases, as with individuals in an academic setting, the relativistic mode of evaluation would benefit more than the universalistic mode of evaluation. Similarly, Hall’s theories regarding high and low cultural dimensions are essential in exploring communication. This approach is more practical, even though it fosters the formation of certain stereotypes amidst migrants and sojourners. If taken for granted, cultural relativism fosters greater mutual learning especially in the field of education (Luchtenberg, 2004).
With the expansion in the processes of globalisation and internalisation, many countries have recognised the importance of and worked towards receiving and entertaining international students. This spread may be accounted for by not only the financial crises (as it is necessary for educational institutions to ascertain fiscal maintenance) but also due to decline in the number of national students (Rivers, 2010). This increasing demand to acquire students of various nationalities to study in various countries of their choice has many implications for intercultural communication (Rivers, 2010), especially when English is studied as a foreign language. Thus, intercultural education harbours all domains of intercultural communication and competence. Intercultural education as explored previously by researchers has certain turbulent facets, and is based on the legacy that Hofstede’s theories of cultural dimensions explained (Dervin & Tournebise, 2013).