1. Introduction

1.1  The  Demand  for  Cross-cultural  Competence  Cultivation with the Increase in International Students

The  Chinese  students  studying abroad have doubled in population, becoming the majority in international students. The number of Chinese students studying in the United States has doubled in recent years, from 17397 in 2000 to 36802 in 2006, 77909 in 2008 to 100,000 in 2010. The number of Chinese students studying in the United States from 2011 to 2012 reached 190,000, representing  an  increase  of  23%.  According  data  in  Open  Doors  report  issued  by Association  of  International  Education,  the  number  of  Chinese  students  studying  in American higher learning institutions from 2012 to 2013 reached 235,597, an increase of  21.4%.  As  an  international  metropolis  and  the  capital  city  of  Hubei  Province  with educational advantages, Wuhan has become one of major sources of students studying abroad among Shanghai, Guangzhou and Shenyang. The number of students studying abroad in Wuhan has enjoyed a constant boom in the recent years. According to data offered by Foreign Cooperation and Exchange Office and Hubei Provincial Department of Education, the number of students studying abroad at their own expense in 2003 was 4069,  and  number  increased  to  3000  in  2004,  5856  in  2005  and  2744  in  2006. According incomplete statistics, the number of Hubei students studying abroad in 2009 reached  over  8000,  and  in  2010  the  number  reached  12000.  The  number  increased continuously  in  the  following  years.  Cooperation  between  universities  provides  the students  in  Wuhan  with  access  to  overseas  study,  such  as  the  cooperation  between School of International Education, Wuhan University of Technology and universities in Australia,  the  United  States  and  France,  and  between  Institute  of  International Education, Wuhan Textile University and universities in Australia, France and Germany. In  addition  to  academic  exchange  platform,  due  to  favorable  international  student immigration policies in Australia, New Zealand and other foreign countries recently and continued low exchange rate of RMB against the U.S. dollar, the United States becomes the focus of attention among self-funded student studying abroad.

1.2 Literature Review on Acculturation Research 

1970s  witnessed  the  entry  of  acculturation  research  into  development stage,  in  which  adverse  consequences  arising  from  cross-cultural  contacts  are  the focuses  of  attention.  Most  of  researches  belonged  to  theoretical  study  and  lacked experimental study and comparative study on sojourner group and local cultural groups. Since  1980s,  the  acculturation  research  has  entered  into  maturity  stage  with  constant enrichment  of  research  approached  and  scope.  The  research  focus  has  shifted  from group-level  cultural  change  and  cultural  integration  to  individual  cross-cultural communication  and  a  variety  of  factors  involved.  Not  only  anthropologists  and sociologists, but also linguists, social psychologists and communication specialists have brought  acculturation  into  their  research  scope,  fostering  a  multi-disciplinary  and multi-angle framework with rich connotation for the research. The initial acculturation research was conducted from the perspective of anthropology and sociology, focusing on  the  social  culture  change  in  the  process  of  group-level  cultural  interaction  and  the differences  between  cultures.  Later  on  the  subject  attracts  the  attention  from psychologists.  The  individual  level  acculturation  research  mainly  focuses  on  the psychological  reactions  and  social  integration  of  foreigners  in  a  new  cultural  context, emphasizing  individual  changes  in  value,  attitude  and  behavior.  Due  to  differences  in national  and  cultural  conditions,  many  problems  merit  our  further  research  such  as whether  western  acculturation  theory  fits  the  acculturation  of  foreigners  in  China  and whether  western  mode  of  discourse  system  fits  the  solution  to  cultural  issues  in  local culture. The research achievements of domestic scholars can be divided into two aspects: first, the acculturation of the overseas Chinese, especially the overseas Chinese students or foreign citizen of Chinese origin.

Based  on  the  literature  search  on  CNKI  in  terms  of  acculturation  and  visits  to foreign affairs departments, the author found that the research on acculturation has been conducted  for  a  long  period  of  time  with  high  level  and  large  scale  achievement, including the acculturation of overseas Chinese students in Canada, the UK, Japan and other countries, but no specific research has been conducted in terms of acculturation status and competence cultivation strategies for Wuhan students studying in the united states;  the  long  distance  between  Wuhan  and  the  United  States  makes  the  field investigation and interviews difficult, so there is no proven empirical research data; in addition, the competence cultivation strategies are limited to unilateral aspects such as language  proficiency  improvement  and  the  seeking  of  social  support,  no  systematic modes of strategies have been offered.

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2. Investigation and Analysis of Acculturation Status Quo of Wuhan Students Studying in the United States

2.1 Research Object and Methods

The  research  objects  are  Wuhan  students  studying  in  University  of Wisconsin-Platteville.  The  main  method  for  this  research  includes  questionnaires  and interviews.  The  questionnaires  are  designed  independently  in  accordance  with references and classic scales after small sample testing and demonstration. During July to August in 2013, investigations had been conducted among about 100 such students. Among  them,  72  are  undergraduates,  20  are  Master  Degree  candidates,  and  8  had returned  to  China.  100  questionnaires  have  been  sent  out  and  97  collected.  95  valid questionnaires meet statistical requirements. Meanwhile, QQ online chat tool and face to face interview have been utilized in in-depth  interview  with  20  Wuhan  students  studying  in  University  of Wisconsin-Platteville. Chinese language has been used as interview language to ensure a  clear  interview  effect  and  a  smooth  exchange  of  ideas.  Interview  time  is  about  40 minutes  for  each  interviewee.  Notes  will  be  taken  during  the  interview  for  the preparation of interview transcripts.

2.2 Analysis of Investigation Results 

Jay (male, 20 years old) said: I have been in the United States for more than 1 year, but I have no local friends. Every day I contact my classmates in China and friends in Wuhan, and comment on their micro-blog and WetChat, living in my own space. I have no  contact  with  American  culture  for  my  leisure  time  is  filled  with  Chinese  variety shows and songs. Fiona (female, 29 years old) said: Until now I have no idea about why Americans jogging wearing shorts outside in winter. I'm afraid of potatoes because I eat them every day cooking in different ways. What I miss are the Wuhan snacks and delicious foods. At present, I can make Chinese food of my taste such as noodles, and sometimes "hot pot". Western cuisine everyday really freaks me out. Factors such as gender, age and level of education in demography are inextricably linked  with  acculturation.7  No  fixed  conclusions  have  been  drawn  in  the  relationship between age and acculturation, while some researches have proven that teenagers and the elderly are high-risk population in acculturation. Years ago, most of the people who study abroad are undergraduate students. With the development of the society and economy, more and more parents hope their children to  be  successful  with  international  competitiveness.  In  view  of  disagreement  about domestic education and the tremendous pressure on further study, the parents want to send their children to overseas middle schools. Global Network reported that according to the latest statistics released by U.S. Department of Homeland Security, in 2005-2006 school  year  only  65  middle  school  students  holding  ordinary  passport  studied  in  the United  States.  In  2012-2013,  the  number  of  Chinese  students  in  U.S. 

2. Investigation and Analysis of Acculturation Status Quo of Wuhan Students Studying in the United States ............................ 8

2.1 Research Object and Methods .................... 8

2.2 Analysis of Investigation Results .................. 8

3. Measures to Enhance the Cross-cultural Competence of Wuhan Students Studying in the United States ........................ 21

3.1 Self-acquisition as a Core .......................... 22

3.1.1 Adequate Preparations before Going Abroad .............. 22

4. Conclusion .................. 34

3. Measures to Enhance the Cross-cultural Competence of Wuhan Students Studying in the United States

3.1 Self-acquisition as a Core

First, make adequate preparations and set reasonable expectations. In terms of cognitive evaluation of life-changing, before cross-cultural contact, the practical expectations not far from the actual experience of the sojourner will be more likely  to  bring  about  positive  acculturation  outcome.13  Expectations  refer  to cross-cultural  contacts  in  the  students'  imagination.  Their  positive  expectations  on  the practical and actual experiences will be good to sound adaptation. Consistency between expectation  and  practical  experiences  indicates  that  the  overseas  student  is  well prepared  psychologically  to  handle  the  potential  changes  in  life  stress.  Appropriate expectation is beneficial to correct assessment of the environment, confidence building and anxiety relief. Furthermore, there are low and high expectations. Low expectation refers  to  positive  life  experience.  The  overseas  students  who  have  low  expectations about  their  life  in  the  new  society  will  lead  a  better  life  in  reality  compared  with expectations. High expectation refers to negative life experience. The overseas students who have high expectations about their life in the new society will lead a worse life in reality compared with expectations. Misled by media both home and abroad, many students are full of illusions before going to United States. Some believed that the United States is the dream of paradise, others  convinced  that  their  life  abroad  would  bring  a  brilliant  future.  Many  overseas students at their twenties failed to persist in continuing their study and after two or three years  they  returned.  What  a  waste  of  time  and  money!  The  failure  also  leaves  a psychological  shadow.  Many  overseas  students  agreed  coincidentally  in  the questionnaires the importance of adequate preparation before going abroad: the decision shall be made on the basis of physical and psychological maturity. Before going abroad, adequate preparations and expectations both physically and mentally shall be made to meet the challenges in future life and study abroad. As written by overseas students in the questionnaires: "This is not as good as we thought. In addition to culture, there are many trifles beyond our imagination". "The courses are so complicated. It's a pity that I cannot follow the schedule even I have tried my best". These experiences and feelings of overseas students are worth thinking deeply about. Thus, preparations before going abroad in terms of study, psychology and expectation are necessary. Second, fully understand the features of higher education in the United States. It is strongly recommended that the students browse the student’s office website of foreign universities before going abroad. To better meet the need of foreign students and help them to adapt to the campus life, information about study and daily life will be posted on  the  student  office  website.  For  example,  the  Office  of  Student  Life  of  Harvard University  offers  "American  Classroom"  (describes  the  features  of  the  American classroom  learning,  such  as  encouraging  students  to  participate,  emphasizing teacher-student interaction, etc.),

3.2 School Education and Training as a Platform 

The  cross-cultural  curriculum  design  in  universities  and  training  institutions  in Wuhan  shall  be  systematic  and  universal.  It  is  recommended  that  the  design  shall include  language  courses,  Chinese  and  American  culture  courses,  cross-cultural communication  courses  and  psychological  counseling  courses.  At  the  initial  period  of the training, basic courses such as listening and speaking will lay a solid foundation for students;  the  middle  period  will  include  intermediate  core  courses  such  as  An Introduction  to  English-speaking  Countries  and  The  Society  and  Culture  of  Major English-speaking Countries; later period will involve Inter-cultural Communication and The Art of Communication. Courses such as Psychological Skills, Mental Health will run  through  the  entire  period.  In  addition  to  listening,  speaking,  reading,  writing  and translating, the sensitivity to cultural differences and psychological adjustment will be focused to enhance communication competence.

In addition to faculty and students, a practical textbook is also indispensable to an integrated teaching process. Textbook is not only the basis for teaching, but also the tool for  students  to  gain  knowledge.  "Even  the  cleverest  housewife  cannot  cook  without rice", the quality of the textbook will have impact on the effectiveness of teaching. The textbook  of  language  courses  will  focus  on  listening,  speaking  and  practice.  The textbook  of  cultural  courses  will  focus  on  customs  and  etiquette.  Simulated  contents will  be  introduced  to  cross-cultural  communication  textbook.  The  textbook  of psychological  counseling  courses  shall  focus  on  how  to  adjust  the  psychological expectations  and  adjustment  of  negative  emotions.  The  textbooks  with  clear  aims  for cross-cultural  courses  will  better  serve  the  teaching  activities.  For  example,  in cross-cultural  communication  training,  excellent  textbook  integrated  with  theory  and practice  such  as  Transcend  Cultural  Differences:  Cases  and  Discussion  of Cross-cultural Communication could be used for reference.

Half of the English teaching in Wuhan are classroom teaching, in which the teacher play a dominate role. The full awareness of the negative impact of cultural conflict and the importance of cross-cultural competence by the faculty will be helpful for students in  gaining  language  knowledge  and  improving  cross-cultural  competence.  The classroom teaching shall be student-centered, in which the students play a dominate role. Their role will be changed from passive to active participation, and the classroom will be  not  only  a  place  to  acquire  knowledge,  but  also  a  place  to  enhance  cross-cultural communication competence.

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4. Conclusion

With  the  development  of  times  and  technology,  the  world  has  become  a  "Global Village". In this village, thousands of people are constantly moving and migrating for realizing  dream  and  life  value,  or  visiting  the  places  in  dream,  or  finding  the  more appropriate place for living, or learning new skills or obtaining more experiences. The different  backgrounds  of  nations  will  absolutely  result  in  the  cultural  difference  and cultural conflict. Generally, we are living in an era with cross-cultural contact. During this  process  of  cross-cultural  contact,  when  being  apart  from  the  familiar  living environment,  people  have  to  use  other  country's  language  and  adapt  to  local  lifestyle and  cultural  conventions.  However,  due  to  the  language  barrier  and  habit  difference, they cannot find the appropriate one who can provide help in real need, making them encounter great pressure.  The research objects are Wuhan students studying in the United States. Based on referring  to  many  domestic  and  overseas  research  literatures  about  acculturation  and through  the  way  of  questionnaires  and  in-depth  interviews,  this  thesis  conducts  the detailed and deep analysis on overseas students' living status, social acculturation status and psychological state, etc, gets the information related with acculturation status and cultivation for acculturation status of Wuhan students studying in the United States. And in  light  of  the  existing  problems  of  acculturation,  it  puts  forward  an  all-round cross-cultural  competence  cultivation  model  which  focuses  on  self-acquisition  and integrates  social  training,  school  education  and  family  education,  thus  providing  a useful  reference  and  enlightenment  for  more  effectively  coping  with  and  solving overseas students' problems in acculturation. 

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