From the perspective of intersubjectivity, this study examines English general extenders in interpersonal interaction and their implications for cross-cultural communication. Based on spoken language corpora from existing literature and by integrating politeness strategy theory with the Gricean Cooperative Principle, the research findings reveal that general extenders exert pragmatic functions guided by politeness strategies, which are rooted in intersubjectivity and closely related to the addressee's self-image, covering both positive and negative politeness. Specifically, conjunctive extenders enhance social closeness through shared experiences (positive politeness) and perform a hedging function regarding informativeness in line with the Quantity Maxim; disjunctive ones mitigate tone via alternative possibilities (negative politeness) and maintain caution about information accuracy based on the Quality Maxim. Their intersubjective function relies on the subjectively assumed shared knowledge, experiences and conceptual frameworks between communicators, enabling information omission and listener inference. Mastery of these extenders facilitates smooth cross-cultural communication by negotiating shared knowledge, and the research findings provide solid theoretical and practical support for cultivating socio-pragmatic competence in EFL teaching.

In the context of the information age, higher foreign language education urgently needs to explore innovative teaching models centered on ability development and shift to focus on ability development. Based on the concept of outcome-based education (OBE), this paper constructs a blended teaching model for English translation courses, achieving systematic cultivation of translation ability through reverse design of course objectives, integration of online and offline teaching links, and establishment of a multi-dimensional evaluation system, which cannot ignore its fundamental role. Empirical research shows that this model significantly improves students' translation skills (the average score of the experimental group is 85.6 vs. the control group is 76.3), self-study ability and professional quality, and the student satisfaction rate is over 85%. The research confirms that the integration of OBE and blended teaching has a significant effect on achieving precise translation talent cultivation. It provides strong support for the reform of the foreign language curriculum.