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The previous foreign language learning even mastered the foreign language do not bother to learn the pronunciation, grammar and vocabulary. From the late 1980s, the foreign language community awareness of this issue has undergone a lot of changes, more and more people recognize the need to language and cultural knowledge to combine in order to successfully carry out socially. Police spoken English learning is no exception. With the deepening of China's political, economic, cultural policy, opening up to the outside world, international exchanges and contacts from the all-round, multi-faceted start closer contact between China and the world more open. One hand, more and more foreigners come to China to travel business or residence, as more and more police faced with the opportunity to deal with foreigners, on the other hand, economic development is a knock-on effect, global high crime rates, crime means towards high-tech, intelligent and international. Foreign language learning to the police officers, which put forward higher requirements. If a student can only learn some of the written knowledge, they may possess some knowledge of the language, but not necessarily be able to use this knowledge; their lack of English Communicative Competence Examination often not used, will be recognized not write, will write would not say that, would read not listening, oral communication is weak. Police to better communicate with foreigners, to avoid some language mistakes phenomenon, it is necessary to understand the cultural characteristics of the English-speaking countries, customs and habits, and the only way to improve the English ability of the police, especially the rapidly improve their listening, saying and other applications of language ability. Therefore, it is especially important to develop students' intercultural communicative competence the police spoken English teaching. Exchanges can not be separated from the cultural background of the language, the language is part of the culture, but it is also the carrier of culture; language and culture are inseparable, learning a language must focus on cultural differences. Cultural factors and the combination of language teaching, its purpose is to promote foreign language learners to master the language better and improve the communicative competence in a foreign language. Ignore the cultural differences in language teaching, it is inevitable there will be communication barriers, professor of language at the same time, the professor of cultural differences as well as cultural and historical background, so that complete harmony, complement each other, prompting the students to continue to eliminate the cultural barriers, and improve the oral exchange level, to help students grasp the life and values ??implicit in the language behind to see something of the essence, turn a blind eye to the phenomenon of language. In order to confirm the Oral English Teaching Intercultural Communication Theory active role in seeking an effective way to improve the level of police spoken through the questionnaire and test the form of two classes of police training at the school for learning purposes, learning styles, social and cultural knowledge and ability, as well as level of spoken and other aspects of the investigation, the findings show that the majority of teachers and students has been generally realize that learning a language means learning the language of the culture, but the purpose of the students' oral learning is to enhance comprehensive language skills-based, and the importance of cultural acquisition is relatively weak, and the level of students' cultural knowledge only in the lower level, there is still to be improved. This also shows that a professor of cultural knowledge have been neglected in the oral classroom teachers can not meet the demand of the students' the exotic cultural understanding and learning. The author puts forward the proposal for the results of the investigation and testing, intercultural communicative competence in teaching students to improve students' proficiency in spoken English validity mentioned in these recommendations, and verified by experiment. This paper discusses the Intercultural Communication Theory in the police spoken English teaching role following revelations: First, teachers should be targeted provided to students to meet the work-life spoken English teaching materials to meet student learning objectives to stimulate enthusiasm for learning. Secondly, in the teaching process, to take various effective method to improve students' intercultural communicative competence, such as the cultural contrast, through television, newspapers and other English-speaking countries to understand the cultural background, customs, learning organization suitable for oral communication in the classroom forms, such as role-playing, group learning. I hope this study spoken English teaching Chinese police have some inspiration.
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