跨文化交际指的是不同文化背景的人们之间的交际，这是每一位赴美汉语教师志愿者必须要面对和经历的事情。笔者于2017年6月赴美任教，在此期间发现志愿者在生活中建立自己的社交圈，在工作中妥善处理人际关系，学习如何与美国学生、家长、同事以及校领导交流沟通绝非易事，很容易出现跨文化交际困难或交际冲突，处理不当甚至会影响志愿者的个人身心健康以及海外汉语教学工作的质量。基于以上情况，本文主要对赴美国匹兹堡大学孔子学院的汉语教师志愿者进行问卷调查和访谈，以此为例了解赴美汉语教师跨文化交际的状况，发现存在的具体问题，结合真实案例分析影响志愿者跨文化交际的主要因素，并在此基础上提出建议。 调查结果显示，总体上志愿者能够与美国当地人进行友好交往，但在实际生活与工作中存在着交往深度不足、交际广度有限、交际主动性渐弱以及不会主动寻求同事帮助、不善于大胆表达观点、重面子轻规则等问题。 在了解现状与问题的基础上，通过访谈并结合前人的研究，本文总结出影响赴美汉语教师志愿者跨文化交际的因素，包括语言水平、文化差异、交际机会与平台、志愿者个人性格、心理预期、自我调节能力、在美生活工作环境等，进而采用SPSS数据分析软件对这些影响因素与志愿者的跨文化交际状况进行回归分析，根据分析结果的显著性差异及影响因素的共性特征，将上述因素归结为：语言障碍、文化差异、客观环境、个体差异四类主要影响因素，然后通过具体案例及分析呈现上述因素如何对志愿者跨文化交际产生影响。 最后，基于对存在问题及影响因素的分析，本文从帮助志愿者克服语言障碍、应对文化差异、适应客观环境以及关注个体差异四个方面为志愿者、汉办培训管理机构以及美方接收院校提出在跨文化交际方面的改进建议，以帮助志愿者提高预判、控制和改善人际关系的能力，建立更充分的心理准备和更全面的能力储备，帮助他们顺利应对在美工作和生活中遇到的跨文化交际问题，使其更好地履行志愿者职责。

Intercultural communication refers to the communication between people from different cultural backgrounds, which is something that every Chinese language teacher volunteer in the United States has to face and experience. According to the personal experience of teaching in the United States from July 2017, I found that it is difficult for volunteers to build their own social circle in the United States, properly to handle interpersonal relationships in their work, and to learn how to communicate with American students, colleagues and superiors. It is easy to have difficulties or communication conflicts in that process. Which may even affect their personal physical and mental health and the quality of overseas Chinese teaching. Based on the above situation, this paper conducts a questionnaire survey and interviews with the volunteers of Chinese language teacher volunteers who went to the Confucius institute in Pittsburgh, the United States, as an example to understand the status of cross-cultural communication among Chinese teachers in the United States. In order to understand the intercultural communication status of Chinese teacher volunteers in the United States, find out the specific problems among them and the main factors influencing the intercultural communication, then make recommendations based on this. The survey results show that, the volunteers are able to communicate friendly with local Americans in general, but in real life and work, there are problems such as insufficient communication depth, limited communication breadth, weak communication initiative, and the emphasis on human feelings but contempt for rules. On the basis of understanding the current situation and problems, this paper analyzes the factors affecting the cross-cultural communication of Chinese teacher volunteers in the United States. The factors including: language level, values, communication methods, personal character of volunteers, psychological expectation, self-regulation ability and living and working environment in the United States. This paper verified the rationality of the influencing factors by using the SPSS data analysis. According to their common characteristics and importance, the above factors are summarized as: language barrier, cultural differences between China and the United States, objective environment and individual differences of volunteers, and the influence of factors on cross-cultural communication of volunteers is presented through specific cases. Finally, based on the analysis of existing problems and influencing factors, this paper puts forward suggestions on improving cross-cultural communication for Chinese language teacher volunteers, Office of Chinese Language Council International, and US-accepted institutions in the four aspects: helping volunteers overcome language barriers, coping with cultural differences, adapting to objective environments, and adjusting individual differences. Hoping to provide references for volunteers and relevant institutions, help volunteers to improve the ability to predict, control and improve interpersonal relationships, and to build a more adequate psychological preparation and more comprehensive capacity reserve.