Intercultural communication as one of the activities of the mankind should be coordinated and regulated by ethical roles; it is the essence of intercultural attitude. Establishing this ethic of intercultural communica...Intercultural communication as one of the activities of the mankind should be coordinated and regulated by ethical roles; it is the essence of intercultural attitude. Establishing this ethic of intercultural communication can be completed either with the outer compulsive force such as international laws, WTO roles, etc that have to be obeyed passively, or through the active and self-conscious behaviors of the communicators with self-discipline so as to control and guide the process of intercultural communication. The latter is more worthy to be advocated in the world today, where a globalization process with multipolarization and pluralization as its characteristics is going on. In such a situation, the developmental tendency of continual intercultural communication requests communicators to assume the intercultural attitude for looking on state of affairs and solving problem. This attitude is conductive to forming ethic of intercultural communication and reflects this ethic in itself as well; it can bring up the rational intercultural communication to promote common development of world cultures. It consists of five basic elements： mutual respect, tolerance, cooperation, intercultural understanding and intercultural learning. These five elements make up of a whole of supplement each other.展开更多
Background:Globalization and increasing migration have amplified cultural diversity in healthcare services.This has rendered intercultural tolerance-a respectful and equity-based approach to differing values and belie...Background:Globalization and increasing migration have amplified cultural diversity in healthcare services.This has rendered intercultural tolerance-a respectful and equity-based approach to differing values and beliefs-a necessity in nursing care.Although intercultural tolerance is recognized in the literature as a core component of cultural competence the prevalence of this attitude among nurses and its associated factors remain underexplored in clinical practice.Methods:This cross-sectional study was conducted between October 2020 and May 2021 in a public hospital in Istanbul.The population consisted of 2,096 nurses,and 767 of them voluntarily participated in the study via an online survey(response rate:36.6%).The data collection tool included sociodemographic variables,culture-oriented descriptive characteristics,and literature-based items on intercultural tolerance.A self-assessment scale from 1 to 10 was used to evaluate personal tolerance levels.The instrument was not subjected to psychometric validation;only a pilot study for clarity was conducted.Data were analyzed using descriptive statistics,independent group comparisons,and multiple linear regression.Power analysis indicated a minimum sample size of 175,confirming the adequacy of the sample.Results:The majority of participants reported high tolerance scores(M=8.2±1.5).Most nurses endorsed the right to equal healthcare(96.7%),respect for cultural diversity(94.3%),and empathy(91.7%).However,41.3%reported awareness of their own biases,and 45.1%experienced discomfort related to language differences.Regression analysis revealed that empathy,attentiveness to cultural differences(i.e.,avoiding identical treatment of all),and egalitarian intercultural attitudes positively predicted tolerance.In contrast,discomfort with unfamiliar languages,overconfidence in cultural knowledge,and structural factors such as the clinical unit were negatively associated with tolerance.Conclusion:Although nurses generally demonstrate positive attitudes toward intercultural tolerance,internal biases and institutional barriers continue to hinder its full expression.Empathy and self-awareness should be supported not only cognitively but also through emotional and behavioral interventions.Accordingly,the integration of structured cultural competence programs into nursing education,institutional support mechanisms,and pedagogical strategies for managing prejudice are strongly recommended.展开更多
In 2024,the Center for Cambodian Studies at Beijing Foreign Studies University(BFSU)and the Institute for International Studies and Public Policy at the Royal University of Phnom Phen(RUPP)conducted a survey on how yo...In 2024,the Center for Cambodian Studies at Beijing Foreign Studies University(BFSU)and the Institute for International Studies and Public Policy at the Royal University of Phnom Phen(RUPP)conducted a survey on how young Cambodians view Cambodia’s people-to-people ties with China.Echoing the celebrations of 2024 Cambodia-China People-to-People Exchange Year,the two institutions sampled different groups of people ranging from students to civil society representatives,taking a deep dive into their views on intercultural connections between Cambodia and China.This survey collected 2,200 valid responses,an almost 6.5-fold increase compared to a previous survey done by BFSU and RUPP in 2021.展开更多
Conceptualizations of empathy have been most fully developed in a variety of fields in recent years.Many approaches to empathy dwell on the cognitive,affective,and behavioral aspects,the intra-psychic processes that c...Conceptualizations of empathy have been most fully developed in a variety of fields in recent years.Many approaches to empathy dwell on the cognitive,affective,and behavioral aspects,the intra-psychic processes that cause one to feel emotions more like those of another,rather than the interpersonal functions of empathy,which may be influenced by the variables during the communication process.Therefore,this study designed and implemented a virtual ethnographic intercultural project between Chinese and American university students with WeChat as the main social medium.The whole process included three phases:exploring the unique cultural experiences of Chinese and American students,seeking an empathy based on commonality and seeking a relational empathy,a form of harmonization and integration through interactive and continuous intercultural dialogues.During the process,the method of discourse-centered online ethnography(DCOE)was employed,which involved systematic observation and interaction with WeChat users.We used the collective data to analyze how relational empathy was developed through understanding cultural differences,seeking similarities,and creating a third culture by engaging students in a substantial and dynamic natural and interactive setting.The study shows that the most challenging process to nurture relational empathy is to move from Phases One and Two to Phase Three,during which,some strategies to build relational empathy need to be taught and practiced in a specific cultural setting.In conclusion,virtual ethnographic intercultural teaching is an effective approach to offer students a long-term intercultural dialogue and insight into developing shared meaning,or dynamic relational empathy with culturally different others.展开更多
With the development of globalization,intercultural communicative competence has become one of the core qualities of modern college students.As an important platform to cultivate students’language skills and cultural...With the development of globalization,intercultural communicative competence has become one of the core qualities of modern college students.As an important platform to cultivate students’language skills and cultural literacy,the innovation of college English teaching mode is essential.Based on this,this paper mainly discusses methods to effectively cultivate students’intercultural communicative competence in college English teaching from the perspective of multimodal interactive teaching mode,hoping to provide references for improving the quality of college English teaching and students’comprehensive quality.展开更多
With the deepening of economic globalization,international exchanges and cooperation have become increasingly frequent,making cross-cultural collisions and integration a common phenomenon.As a vital pathway for cultiv...With the deepening of economic globalization,international exchanges and cooperation have become increasingly frequent,making cross-cultural collisions and integration a common phenomenon.As a vital pathway for cultivating applied talents,higher vocational education bears the responsibility of delivering high-quality professionals with intercultural communication competence to society.English,as the universal language of international communication,holds a pivotal position in higher vocational education.However,traditional English teaching in vocational colleges often focuses on language knowledge transmission while neglecting the cultivation of students’intercultural communication skills,leading to misunderstandings and conflicts caused by cultural differences in practical interactions.Therefore,enhancing the development of intercultural communication competence in vocational English education has become an urgent issue requiring resolution.This paper aims to explore the current status,challenges,and countermeasures for cultivating intercultural communication competence in vocational English education under globalization,providing references for teaching reform in vocational English education.展开更多
Guided by the Belief Theory and the Action Research Theory,this study explores a practical path of“promoting learning through contests and facilitating teaching via contests”by reviewing the preparation,training,par...Guided by the Belief Theory and the Action Research Theory,this study explores a practical path of“promoting learning through contests and facilitating teaching via contests”by reviewing the preparation,training,participation,and reflection of teachers and students in three intercultural competence contests in 2023,2024,and 2025.The promotion of students’participation in the SFLEP Cup National College Students’Intercultural Competence Contest on personal development and the improvement of teachers’teaching cannot be ignored.The review plays an important role of“taking a point to drive a face”and“throwing a stone to stir up a thousand waves.”展开更多
Intercultural Communication Competence (ICC), as one of the research fields of intercultural communication, has been given much importance from scholars all around the world. Intercultural sensitivity is one of the th...Intercultural Communication Competence (ICC), as one of the research fields of intercultural communication, has been given much importance from scholars all around the world. Intercultural sensitivity is one of the three dimensions in Dr Chen's ICC model. This research investigates the reliability and validity of Chen and Starosta's Intercultural Sensitivity Scale (ISS) (2000) against Chinese cultural background by using Chinese university students majoring in English as respondents.展开更多
Intercultural education was paid more and more attention in college English teaching.However,the college English teaching is still stay in "language ability stage".So,more and more people realize that"s...Intercultural education was paid more and more attention in college English teaching.However,the college English teaching is still stay in "language ability stage".So,more and more people realize that"student need a kind of intercultural communication competence,so that,they can benefit from the education of language and culture".(Byram&Morgan,1994:62).We must integrate language and culture in the foreign language classroom and optimize the atmosphere of English cultural cognition to improve the intercultural communication competence of students in college.展开更多
As institutions of higher education continue to internationalize, the number of exchanged students climbs ever higher in China. It is important to know what they have gained in the intercultural learning experiences i...As institutions of higher education continue to internationalize, the number of exchanged students climbs ever higher in China. It is important to know what they have gained in the intercultural learning experiences in terms of attitudes, awareness, and knowledge, which are the three constructed dimensions of Intercultural Competence in this study. A qualitative research is conducted by using interview and seven English language learners are investigated to explore their learning outcomes in the intercultural learning program. From the thematic analysis of the interviews, it can be found that these English language learners＇ intercultural competence has been improved during their stay in USA. They successfully overcome cultural shock, hold positive attitudes toward target culture and people, become more confident in English study, and acquire more cultural knowledge. The research outcomes contribute to promoting intercultural learning effectiveness and improving learners＇ intercultural competence.展开更多
This chapter starts with an introduction illuminating the theoretical back-ground necessary for taking culture into account in HCI design. Definitions of concepts used are provided followed by a historical overview on...This chapter starts with an introduction illuminating the theoretical back-ground necessary for taking culture into account in HCI design. Definitions of concepts used are provided followed by a historical overview on taking culture into account in HCI design. Subsequently, a glimpse of the current state of research in culture-centered HCI design is derived from secondary literature providing the gist of the structures, processes, methods, models and theoretic approaches concerning the relationship between culture and HCI design (“converging” strategies). After presenting controversies and challenges, a short discussion of results from empirical studies and design recommendations for culture-centered HCI design lead to implications and trends in future intercultural user interface design research to close the knowledge gap (the “divergence”) regarding the relationship between culture and Human-Computer Interaction (HCI), i.e. converging the divergence to reach the convergent divergence.展开更多
Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method c...Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method contradicts the development of communicative language competence advocated in recent decades.However,I positively argue that GTTM in English class,as a comparative and intercultural model,should be given a due reconsideration to improve L2 learners' pragmatic competence.展开更多
The teaching objective of vocational business English is not only to improve students＇ English language competence, but also to develop their intercultural communication competence. Based on an analysis of the outcom...The teaching objective of vocational business English is not only to improve students＇ English language competence, but also to develop their intercultural communication competence. Based on an analysis of the outcome of a survey on cultivation of English majors＇ intercultural competence among vocational colleges in Guangxi, the paper aims at exploring the framework and cultivating modes of intercultural communication competence for business English majors in vocational colleges.展开更多
This paper reports a five-year computer-mediated intercultural exchange project between Chinese and American university students that explores the use of various social media tools with WeChat application as the main ...This paper reports a five-year computer-mediated intercultural exchange project between Chinese and American university students that explores the use of various social media tools with WeChat application as the main medium in collaborative intercultural assignments. The study combines quantitative and qualitative approaches by using questionnaires and action research, to investigate how Chinese EFL and American CFL learners increase their intercultural communication competence by assessing their knowledge, awareness, attitudes, and skills of discovery and awareness. The findings reveal their changes and progress in the following variables: knowledge about the variety and subtlety of both the home and target cultures, a different worldview, and cultural study methods;awareness of the importance of differences and similarities between the home and target cultures, their negative reactions to these differences(e.g., fear, ridicule, disgust, feeling of superiority, etc.) and therefore, critical evaluation of the target and home cultures;attitudes from excitement or blind admiration of the target culture to confusion, anxiety or frustration about the cultural differences, later to toleration and appreciation of cultural differences, adaptation to the target culture, and eventually to openness and readiness to suspend disbelief about other cultures and belief about one’s own;skills to contrast the target culture with their own, to demonstrate a capacity to interact appropriately in a variety of different social situations in the target culture and resolve cross-cultural conflicts and misunderstandings. This research will serve as a valuable reference for computer-mediated intercultural communication teaching and open up new possibilities to extend classroom teaching by bridging the gap between second-hand knowledge and hands-on experience.展开更多
The launch of the Belt and Road Initiative in China calls for a paradigm shift in theory and practice of foreign language(FL)teaching from a communicative language teaching approach(CLT)to intercultural language teach...The launch of the Belt and Road Initiative in China calls for a paradigm shift in theory and practice of foreign language(FL)teaching from a communicative language teaching approach(CLT)to intercultural language teaching(ICLT),which treats intercultural communicative competence(ICC)as the core of FL education.Unfortunately,the College English Curriculum Requirements of China(CECR)does not specify the aspects for cultural teaching or assessment;nor does it provide any theoretical or practical guidance for teachers on how to teach or assess ICC.This leads to teachers’confusion about what should be taught and assessed and how,hence to a deficiency in real actions.In this paper,we first outline the learning outcomes of ICLT-oriented courses,the ICC components which respectively fall into the categories of intercultural attitude,knowledge and skills.By presenting the pedagogical practice of a cultural literacy course,we also demonstrate how FL teachers can help learners achieve these learning outcomes through a fivestage instruction process.Finally,we discuss how these learning outcomes can be assessed using formative and summative assessment tools,especially how ICC components can be incorporated into a comprehensive test of FL.展开更多
Based on a survey of intercultural competence in intercultural communication in English, this paper discusses the speechlessness of Chinese native culture in Chinese EFL learners＇ English intercultural communication,...Based on a survey of intercultural competence in intercultural communication in English, this paper discusses the speechlessness of Chinese native culture in Chinese EFL learners＇ English intercultural communication, its effects as well as its pedagogical implications for English learning ＆ teaching in Chinese EFL context.展开更多
We live in the changeable and dynamic change.The study of intercultural communication is about the world’s change of social relationships and how we must adapt to them.This paper mainly deals with the relationship be...We live in the changeable and dynamic change.The study of intercultural communication is about the world’s change of social relationships and how we must adapt to them.This paper mainly deals with the relationship between culture and communication.And what the influences of culture and communication have on studying ICC.展开更多
文摘Intercultural communication as one of the activities of the mankind should be coordinated and regulated by ethical roles; it is the essence of intercultural attitude. Establishing this ethic of intercultural communication can be completed either with the outer compulsive force such as international laws, WTO roles, etc that have to be obeyed passively, or through the active and self-conscious behaviors of the communicators with self-discipline so as to control and guide the process of intercultural communication. The latter is more worthy to be advocated in the world today, where a globalization process with multipolarization and pluralization as its characteristics is going on. In such a situation, the developmental tendency of continual intercultural communication requests communicators to assume the intercultural attitude for looking on state of affairs and solving problem. This attitude is conductive to forming ethic of intercultural communication and reflects this ethic in itself as well; it can bring up the rational intercultural communication to promote common development of world cultures. It consists of five basic elements： mutual respect, tolerance, cooperation, intercultural understanding and intercultural learning. These five elements make up of a whole of supplement each other.
文摘Background:Globalization and increasing migration have amplified cultural diversity in healthcare services.This has rendered intercultural tolerance-a respectful and equity-based approach to differing values and beliefs-a necessity in nursing care.Although intercultural tolerance is recognized in the literature as a core component of cultural competence the prevalence of this attitude among nurses and its associated factors remain underexplored in clinical practice.Methods:This cross-sectional study was conducted between October 2020 and May 2021 in a public hospital in Istanbul.The population consisted of 2,096 nurses,and 767 of them voluntarily participated in the study via an online survey(response rate:36.6%).The data collection tool included sociodemographic variables,culture-oriented descriptive characteristics,and literature-based items on intercultural tolerance.A self-assessment scale from 1 to 10 was used to evaluate personal tolerance levels.The instrument was not subjected to psychometric validation;only a pilot study for clarity was conducted.Data were analyzed using descriptive statistics,independent group comparisons,and multiple linear regression.Power analysis indicated a minimum sample size of 175,confirming the adequacy of the sample.Results:The majority of participants reported high tolerance scores(M=8.2±1.5).Most nurses endorsed the right to equal healthcare(96.7%),respect for cultural diversity(94.3%),and empathy(91.7%).However,41.3%reported awareness of their own biases,and 45.1%experienced discomfort related to language differences.Regression analysis revealed that empathy,attentiveness to cultural differences(i.e.,avoiding identical treatment of all),and egalitarian intercultural attitudes positively predicted tolerance.In contrast,discomfort with unfamiliar languages,overconfidence in cultural knowledge,and structural factors such as the clinical unit were negatively associated with tolerance.Conclusion:Although nurses generally demonstrate positive attitudes toward intercultural tolerance,internal biases and institutional barriers continue to hinder its full expression.Empathy and self-awareness should be supported not only cognitively but also through emotional and behavioral interventions.Accordingly,the integration of structured cultural competence programs into nursing education,institutional support mechanisms,and pedagogical strategies for managing prejudice are strongly recommended.
文摘In 2024,the Center for Cambodian Studies at Beijing Foreign Studies University(BFSU)and the Institute for International Studies and Public Policy at the Royal University of Phnom Phen(RUPP)conducted a survey on how young Cambodians view Cambodia’s people-to-people ties with China.Echoing the celebrations of 2024 Cambodia-China People-to-People Exchange Year,the two institutions sampled different groups of people ranging from students to civil society representatives,taking a deep dive into their views on intercultural connections between Cambodia and China.This survey collected 2,200 valid responses,an almost 6.5-fold increase compared to a previous survey done by BFSU and RUPP in 2021.
文摘Conceptualizations of empathy have been most fully developed in a variety of fields in recent years.Many approaches to empathy dwell on the cognitive,affective,and behavioral aspects,the intra-psychic processes that cause one to feel emotions more like those of another,rather than the interpersonal functions of empathy,which may be influenced by the variables during the communication process.Therefore,this study designed and implemented a virtual ethnographic intercultural project between Chinese and American university students with WeChat as the main social medium.The whole process included three phases:exploring the unique cultural experiences of Chinese and American students,seeking an empathy based on commonality and seeking a relational empathy,a form of harmonization and integration through interactive and continuous intercultural dialogues.During the process,the method of discourse-centered online ethnography(DCOE)was employed,which involved systematic observation and interaction with WeChat users.We used the collective data to analyze how relational empathy was developed through understanding cultural differences,seeking similarities,and creating a third culture by engaging students in a substantial and dynamic natural and interactive setting.The study shows that the most challenging process to nurture relational empathy is to move from Phases One and Two to Phase Three,during which,some strategies to build relational empathy need to be taught and practiced in a specific cultural setting.In conclusion,virtual ethnographic intercultural teaching is an effective approach to offer students a long-term intercultural dialogue and insight into developing shared meaning,or dynamic relational empathy with culturally different others.
文摘With the development of globalization,intercultural communicative competence has become one of the core qualities of modern college students.As an important platform to cultivate students’language skills and cultural literacy,the innovation of college English teaching mode is essential.Based on this,this paper mainly discusses methods to effectively cultivate students’intercultural communicative competence in college English teaching from the perspective of multimodal interactive teaching mode,hoping to provide references for improving the quality of college English teaching and students’comprehensive quality.
文摘With the deepening of economic globalization,international exchanges and cooperation have become increasingly frequent,making cross-cultural collisions and integration a common phenomenon.As a vital pathway for cultivating applied talents,higher vocational education bears the responsibility of delivering high-quality professionals with intercultural communication competence to society.English,as the universal language of international communication,holds a pivotal position in higher vocational education.However,traditional English teaching in vocational colleges often focuses on language knowledge transmission while neglecting the cultivation of students’intercultural communication skills,leading to misunderstandings and conflicts caused by cultural differences in practical interactions.Therefore,enhancing the development of intercultural communication competence in vocational English education has become an urgent issue requiring resolution.This paper aims to explore the current status,challenges,and countermeasures for cultivating intercultural communication competence in vocational English education under globalization,providing references for teaching reform in vocational English education.
文摘Guided by the Belief Theory and the Action Research Theory,this study explores a practical path of“promoting learning through contests and facilitating teaching via contests”by reviewing the preparation,training,participation,and reflection of teachers and students in three intercultural competence contests in 2023,2024,and 2025.The promotion of students’participation in the SFLEP Cup National College Students’Intercultural Competence Contest on personal development and the improvement of teachers’teaching cannot be ignored.The review plays an important role of“taking a point to drive a face”and“throwing a stone to stir up a thousand waves.”
文摘Intercultural Communication Competence (ICC), as one of the research fields of intercultural communication, has been given much importance from scholars all around the world. Intercultural sensitivity is one of the three dimensions in Dr Chen's ICC model. This research investigates the reliability and validity of Chen and Starosta's Intercultural Sensitivity Scale (ISS) (2000) against Chinese cultural background by using Chinese university students majoring in English as respondents.
文摘Intercultural education was paid more and more attention in college English teaching.However,the college English teaching is still stay in "language ability stage".So,more and more people realize that"student need a kind of intercultural communication competence,so that,they can benefit from the education of language and culture".(Byram&Morgan,1994:62).We must integrate language and culture in the foreign language classroom and optimize the atmosphere of English cultural cognition to improve the intercultural communication competence of students in college.
文摘As institutions of higher education continue to internationalize, the number of exchanged students climbs ever higher in China. It is important to know what they have gained in the intercultural learning experiences in terms of attitudes, awareness, and knowledge, which are the three constructed dimensions of Intercultural Competence in this study. A qualitative research is conducted by using interview and seven English language learners are investigated to explore their learning outcomes in the intercultural learning program. From the thematic analysis of the interviews, it can be found that these English language learners＇ intercultural competence has been improved during their stay in USA. They successfully overcome cultural shock, hold positive attitudes toward target culture and people, become more confident in English study, and acquire more cultural knowledge. The research outcomes contribute to promoting intercultural learning effectiveness and improving learners＇ intercultural competence.
文摘This chapter starts with an introduction illuminating the theoretical back-ground necessary for taking culture into account in HCI design. Definitions of concepts used are provided followed by a historical overview on taking culture into account in HCI design. Subsequently, a glimpse of the current state of research in culture-centered HCI design is derived from secondary literature providing the gist of the structures, processes, methods, models and theoretic approaches concerning the relationship between culture and HCI design (“converging” strategies). After presenting controversies and challenges, a short discussion of results from empirical studies and design recommendations for culture-centered HCI design lead to implications and trends in future intercultural user interface design research to close the knowledge gap (the “divergence”) regarding the relationship between culture and Human-Computer Interaction (HCI), i.e. converging the divergence to reach the convergent divergence.
文摘Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method contradicts the development of communicative language competence advocated in recent decades.However,I positively argue that GTTM in English class,as a comparative and intercultural model,should be given a due reconsideration to improve L2 learners' pragmatic competence.
文摘The teaching objective of vocational business English is not only to improve students＇ English language competence, but also to develop their intercultural communication competence. Based on an analysis of the outcome of a survey on cultivation of English majors＇ intercultural competence among vocational colleges in Guangxi, the paper aims at exploring the framework and cultivating modes of intercultural communication competence for business English majors in vocational colleges.
文摘This paper reports a five-year computer-mediated intercultural exchange project between Chinese and American university students that explores the use of various social media tools with WeChat application as the main medium in collaborative intercultural assignments. The study combines quantitative and qualitative approaches by using questionnaires and action research, to investigate how Chinese EFL and American CFL learners increase their intercultural communication competence by assessing their knowledge, awareness, attitudes, and skills of discovery and awareness. The findings reveal their changes and progress in the following variables: knowledge about the variety and subtlety of both the home and target cultures, a different worldview, and cultural study methods;awareness of the importance of differences and similarities between the home and target cultures, their negative reactions to these differences(e.g., fear, ridicule, disgust, feeling of superiority, etc.) and therefore, critical evaluation of the target and home cultures;attitudes from excitement or blind admiration of the target culture to confusion, anxiety or frustration about the cultural differences, later to toleration and appreciation of cultural differences, adaptation to the target culture, and eventually to openness and readiness to suspend disbelief about other cultures and belief about one’s own;skills to contrast the target culture with their own, to demonstrate a capacity to interact appropriately in a variety of different social situations in the target culture and resolve cross-cultural conflicts and misunderstandings. This research will serve as a valuable reference for computer-mediated intercultural communication teaching and open up new possibilities to extend classroom teaching by bridging the gap between second-hand knowledge and hands-on experience.
基金This study is financially supported by Heilongjiang Key Project of Economic and Social Development(WY2017003-A)the“14th Five-Year Planning”Key project of Heilongjiang Educational Science(GJB1421043)+3 种基金Philosophy and Social Science Prosperity Project of Harbin Institute of Technology(HIT.HSS.202128)Postgraduate Education Reform Project of Harbin Institute of Technology(21MS044)Postgraduate Education Reform Project of Harbin Institute of Technology(21MS047)Teacher Development Project of Harbin Institute of Technology(XSZ2019078).
文摘The launch of the Belt and Road Initiative in China calls for a paradigm shift in theory and practice of foreign language(FL)teaching from a communicative language teaching approach(CLT)to intercultural language teaching(ICLT),which treats intercultural communicative competence(ICC)as the core of FL education.Unfortunately,the College English Curriculum Requirements of China(CECR)does not specify the aspects for cultural teaching or assessment;nor does it provide any theoretical or practical guidance for teachers on how to teach or assess ICC.This leads to teachers’confusion about what should be taught and assessed and how,hence to a deficiency in real actions.In this paper,we first outline the learning outcomes of ICLT-oriented courses,the ICC components which respectively fall into the categories of intercultural attitude,knowledge and skills.By presenting the pedagogical practice of a cultural literacy course,we also demonstrate how FL teachers can help learners achieve these learning outcomes through a fivestage instruction process.Finally,we discuss how these learning outcomes can be assessed using formative and summative assessment tools,especially how ICC components can be incorporated into a comprehensive test of FL.
文摘Based on a survey of intercultural competence in intercultural communication in English, this paper discusses the speechlessness of Chinese native culture in Chinese EFL learners＇ English intercultural communication, its effects as well as its pedagogical implications for English learning ＆ teaching in Chinese EFL context.
文摘We live in the changeable and dynamic change.The study of intercultural communication is about the world’s change of social relationships and how we must adapt to them.This paper mainly deals with the relationship between culture and communication.And what the influences of culture and communication have on studying ICC.
