在推广本国语言的同时传播本国文化，这已是世界各国语言教育的一种共识。随着中国经济的崛起，对外汉语教学也越来越受到重视。笔者通过教学实践和资料分析发现，相同的文化群体容易表现出相同的跨文化交际障碍，这些障碍有的表现在语音方面，有的表现在行为交际规范方面，有的表现在深层次的观念上，但它们都与语言背后的文化相关。针对如何消除学生的跨文化交际障碍，本文探讨了将语言和文化相结合的文化分层概念，并将之分为三个层次，提出了面向跨文化交际障碍的文化分层教学应对分析，并以在华工作学习的伊朗学生为例，进行实例分析，以检验理论的可行性。本文研究内容包括以下几个方面：一、讨论文化与语言的关系，将语言形式与不同层次的文化内容相结合，并将文化的各种形态分为三个层次，引入分层次文化教学概念。二、讨论面向跨文化交际障碍的文化分层次教学应对策略与模式。三、以伊朗学生为例，进行实例分析。四、阐述文化分层教学应对策略对教师素质的要求。

The promotion of the national language, spread their culture has become a kind of common values in ​​language education around the world. With the development of China's economy, the teaching of Chinese as second language is getting more and more attention. Through teaching practice and data analysis, the author found that the same cultural groups likely to exhibit the same cross-cultural communication barriers that some performance in speech, in conduct some performance communication norms. These disorders are associated with culture behind the language. This paper investigates the role of stratified cultural language education in eliminating barriers of cross-cultural communication. And it made an analysis of cross-cultural communication obstacles oriented culture hierarchical teaching. In this paper, the Iranian students who are studying in China are used as case study to test the feasibility of the theory.This paper includes the following parts: 1. The discussion of the relationship between culture and language, the language forms and at different levels of the combination of cultural content and a brief summary of the various forms of culture into three levels, the introduction of the concept of hierarchical culture teaching.2. The discussion of the stratified cultural language teaching for Intercultural. Communication barriers coping strategies and models. 3. The case study of Iranian students. 4. The cultural stratification teaching coping strategies of teachers' quality requirements.