近年来，中国的经济飞速发展，国际地位不断提升，与各国的交流日益频繁，各国对汉语学习的需求也迅猛增长。自教育部实施“汉语教师中国志愿者计划”以来，越来越多的志愿者走出国门，远赴海外进行汉语教学与中国文化传播的活动。志愿者们如何在海外实现跨文化适应，顺利完成任期内的工作，成为汉办和志愿者们关注的问题。但目前对志愿者跨文化适应的国别研究多聚焦于东南亚国家，且从研究方法上看，多为定量研究，定性研究较少。鉴于此，笔者决定对英国曼彻斯特大学孔子学院汉语教师志愿者的跨文化适应进行定性研究，探讨赴英志愿者在跨文化适应过程中所遇的困难，并分析其原因和志愿者的适应策略，最终提出有助于志愿者实现跨文化适应的建议，为赴英志愿者提供借鉴。 本文以2016年8月赴任的研究者本人为研究对象，通过反思日志的方式收集原始资料，在分析资料的基础上，将其跨文化适应过程分为蜜月期、挫折期、恢复期和适应期四个阶段。之后对原始资料中的“事件”进行筛选，选取体现各阶段特点的典型事件进行描述，展现研究对象的整体适应过程，同时对其在适应过程中出现的适应问题进行分析，从影响跨文化适应的外部因素和内部因素，包括生活变化、文化距离、社会支持、评价和应对方式、应对资源等方面，深入分析适应问题产生的原因。本文发现造成跨文化适应问题的原因主要有三方面：一是生活变化；二是自身的知识与技能不足；三是中英两国文化距离大。在适应过程中，良好的社会支持与积极的评价和应对方式有助于实现跨文化适应。 最后，本文对志愿者自身、国家汉办和赴任单位提出建议。本文建议志愿者在赴任前后加强语言学习，培养用英语思维的能力，同时增加对中英文化差异的理解；赴任后进行积极的心理调适，对文化差异持包容的态度。建议汉办在培训期间增设更多有针对性的实用英语课程以提高志愿者英语能力，同时为志愿者提供更多在教学实践中学习语言知识、提高教学技能的机会。此外还需加强前后任志愿者之间的联系，以帮助新志愿者对赴任国和岗位形成更全面的认识。本文也建议孔院在赴任前和志愿者保持良好的沟通，及时提供工作和生活的相关信息，以便志愿者做好充分的前期准备；在志愿者赴任后，孔院应给予志愿者更多工作和生活方面的支持。

As a response of China’s rapid development in economy and comprehensive national power and the more frequent communication between China and other countries, the requirement of Chinese language study in non-Chinese-speaking countries increases dramatically. Since the implementation of “Oversea Volunteer Chinese Teacher Program” by the Ministry of Education of PRC, an increasing number of volunteers go aboard for Chinese language teaching and culture spreading. How the volunteers go through the intercultural adaption process to accomplish their tenure becomes a concerned issue for volunteers and the Hanban officials. Currently, prior studies for the intercultural adaption of volunteer teachers majorly focuses on the South-eastern Asian area, resulting in imbalanced national distribution of the researches. Meanwhile, most of studies discuss the intercultural adaption issue through quantitative rather than qualitative methods. To overcome these deficiencies, I decide to qualitatively research the volunteer Chinese teachers’ intercultural adaption in the Confucius Institute at the University of Manchester based on my own experience. Through the research, I would discuss the challenges the volunteers in British would face during intercultural process, the reason of the challenges, the intercultural adaption strategies, and the recommendations to assist volunteers’ intercultural adaption. I hope my research contribution will provide some advises for the next volunteers in British. This study takes the author himself (who as Volunteer Chinese Teacher since August 2016) as the research object. Uses the logbook what wrote by herself as the original data. Based on the analyses of the data, divide the experience of her Intercultural Adaption into four phases: Honeymoon Period, Frustration Period, Recovery Period and Adaptation Period. Then describe the typical events in the original data, explain the overall adaptation process, and analyze the issues that arise in the process (include internal and external factors) such as: Life Changes, Cultural Shocks, Social Support, Social Evaluation, Personal Treatment Methods and Available Resources, etc. to analyze and find out why the volunteers would not adapt to the local culture. After the study, this article has three conclusions: First, volunteers do not have enough skills and knowledge. Second, the cultural differences between China and the United Kingdom are large. In the process of volunteers' adjustment, good social support, positive evaluation of others, and good volunteers' own coping style will help the volunteers solve Intercultural Adaption problems. The study gives some suggestions to the volunteers themselves, the National Han office and the units of assignment. Specifically, the study advise that volunteers need to strengthen language training for English thinking before and after the appointment, and to enhance the understanding of difference in culture between China and British. After the appointment, volunteers need to actively adjust their psychological conditions with comprehensive attitude to cultural difference. For Hanban officials, the study recommend to develop more specific applied English classes for volunteers’ language capacity improvement. More specific applied English classes also provide more opportunities for volunteers to learn language-related knowledge and teaching skills. Besides, Hanban officials could strengthen the communication between ex- and successive-volunteers to assist in building new volunteers’ cognition about the countries they will go to and the jobs they will work on. The study also advises Confucius Institute to keep communication with volunteers before the appointment. The information about oversea life and job provided by Confucius Institute is useful for volunteers to prepare their works before the appointment. In addition, the study suggest that Confucius Institute could play more roles in supporting volunteers after appointments to assist them adapt their life and jobs in British.