Optimization of Cultural Immersion Strategies in English Teaching A Practical Exploration Based on Language Acquisition Theory

Abstract

Against the background of increasingly prominent globalization and cross-cultural communication demands, English teaching has shifted from isolated language-skill training toward integrated cultivation of language, culture, and professional communication. This shift is important for engineering contexts such as advanced electromagnetics, antenna systems, wireless propagation, and global technical collaboration, where linguistic precision must be combined with cultural adaptability. Cultural immersion, as a core teaching strategy, constructs authentic socio-linguistic contexts and bridges classroom learning with real-world communication. However, current English teaching still faces problems such as homogeneous immersion strategies, insufficient contextual authenticity, narrow cultural dimensions, and incomplete evaluation systems. Based on input hypothesis, interaction hypothesis, sociocultural theory, and intercultural communication theory, this study optimizes cultural immersion strategies through a structured input– interaction–experience–output cycle. Diagnostic data were collected from students and English teachers in four types of universities using questionnaires, interviews, and classroom observations. The optimized strategy emphasizes comprehensible cultural input, meaningful negotiation, project-based interaction, and differentiated evaluation. The results indicate that theory-guided cultural immersion can reduce emotional filtering, enhance learner participation, and improve cross-cultural communication competence. The study provides an actionable model for technical English teaching in international engineering and electromagnetic communication contexts.