Absrtact：the purpose of language learning is to improve the level of cross-cultural communication， so it is equally important to speak a fluent foreign language and deeply understand the culture behind the language. In order to master the ability of cross-cultural communication and avoid communication mistakes， the author summarizes the factors influencing cross-cultural communication and puts forward some suggestions and methods for cross-cultural communication.
　　Key words：Practical English， communicative failure， intercultural communicative competence
　　CLC number： G642.4;H319.3                                       Document  cod：A                                         DOI：10.12296/j.2096-3475.2021.05.223
　　With the deepening of reform， cross-cultural and cross-ethnic communication is becoming more and more common. Therefore， it is a topic that has been paid more and more attention to to learn intercultural communication or functional English communication. However， as the current English teaching still stays in the mastery of words， sentence analysis and text translation， the teaching of functional communicative English is not in depth and breadth， and it is not systematic. Although cross-cultural communication books have emerged in recent years， the content is very different， and in teaching， It is not the focus of College English teaching to cross-cultural communication. Even though many colleges and universities focus on the cultivation of students’ intercultural communication ability， there are different opinions on how to cultivate intercultural communication ability， even one of them. Therefore， there are many communication errors in cross-cultural communication， which will seriously affect
　　In cross-cultural communication， cultural communication errors and even conflicts may be caused by various reasons. There are two reasons for communication errors.
　　One is the mistake of language habits. For learners， the main purpose of learning a culture is to communicate with them and even think in the thinking mode of the language. Only by thinking and expressing with its thinking mode can cross-cultural communication be realized. But not according to their thinking to express， will cause a lot of unnecessary misunderstanding. 　　The other is the language form error. For example， foreigners often complain， “Chinese people are rude to speak.” We find it very boring. Chinese nation， a state of etiquette， meet strangers with “master”， “aunt”， “sister” and other titles， can be said to be the whole etiquette. Rude comments seem to be “disdain.”. In fact， otherwise， in English speaking countries， someone invites you to attend the event， and will say， “I wonder if you have time to go for a party tone （I wonder if you have time to go for a party tone）， assuming we don’t have time， we will say，” sorry， I can’t I’m sorry， I have something to do tonight， but it’s not very polite in the eyes of Westerners. They will say， “I would like to， but I have something else to do.”. Ask someone’s name， we may say “what is your name？” but the West prefers to say “may I know your name” or “how do I address you？”
　　The above analysis shows that learning language can not only understand the words， grammar， reading comprehension and other shallow cultural knowledge. The purpose of learning language is to achieve accessibility communication， so its essence is communication function. Any nation will have a unique cultural phenomenon closely related to its own nation under the accumulation of history. Therefore， only by understanding the historical origin of the foreign language and its people， knowing its nature and knowing it， can we better grasp the language.
　　The main purpose of foreign language teaching is to train intercultural communication talents. The traditional teaching method only starts with training the ability of listening， speaking， reading and writing， paying attention to grammar analysis and text analysis. Therefore， students can only master the shallow level of language knowledge. The traditional teaching methods need to be improved， and the students’ pragmatic ability can be improved by integrating them into multi-channel， multi-mode and multi-channel. The author summarizes the following suggestions： first， the cultural background knowledge throughout the text interpretation. Most of the texts in College English are from the articles of the author who are native English. Therefore， the explanation of cultural background can help students understand the articles and make them interested in English learning.
　　In short， the main purpose of learning English is to realize cross-cultural communication， to view， think about problems and understand the world at multiple levels and from multiple perspectives. From the practice of practical English communication， we should explore the cultural connotation behind the language and truly improve the level of intercultural communication.
　　（Xi'an FanYi University， Xi'an， Shaanxi 710105）