【Abstract】The prevalence of intercultural communication across the globe gives rise to the emergence of the notion of ‘World Englishes’. In order to shape a mutual understanding between people from different cultural backgrounds and promote international cooperation sequentially， TESOL teachers are faced with numerous opportunities and challenges simultaneously in the contemporary age.
　　【Key words】intercultural communication； World Englishes； English language teaching
　　Intercultural communication refers to interpersonal interaction between people from a diversity of cultural backgrounds （O’Toole， 1994）. And English provides one of the most ideal medium for such interpersonal interaction. However， one language does not simply consist of lexico-grammatical patterns； instead， it embodies significant cultural and social values， according to Crystal （2007）. Differentiated cultural and social values belonging to first language （L1） would inevitably pose challenges to individuals’ second language acquisition （SLA）. Thus， as Teaching English to Speakers of Other Languages （TESOL） teachers， we should continually prioritize the teaching responsibility of helping learners overcome difficulties related to cultural differences in their progress to achieve sound English competences. This thesis aims to represent learners’ majors challenges interlinked with cultural norms in listening， reading， speaking and writing sections and provide suggested solutions respectively， drawn from my own teaching experiences in China.
　　Listening
　　Listening as a goal-oriented activity， involves both ‘bottom-up’ processing and ‘top-down’ processing （Nunan