Paper Infomation
A Probe into the Cultivation of Intercultural Communicative Competence in English Teaching
Full Text(PDF, 359KB)
Author: Ru Wang, Wenshu Wang
Abstract: Language is the carrier and portrayal of culture. The ultimate goal of English teaching is to cultivate students' intercultural communication skills and adapt them to international environment. The cultivation of intercultural communication skills requires three aspects. Firstly, students should understand both local culture and foreign cultures. Through exploring the similarities and differences between Chinese and western cultures, students can be enthusiastic as well as ready to achieve the two-way communication and make China’s voice heard. Secondly, we should combine traditional classroom learning and network learning, grasp differences between the two and give full play to their respective strengths. With rich network resources, the cultivation of intercultural communication skills can overlap daily life. Finally, we should combine theory and practice. Students should develop their skills by participating in remote conferences and intercultural competence competition, so as to become an international talent who is able to participate in international affairs.
Keywords: Intercultural Communication Skills, Two-Way Culture Teaching, Curriculum Design, Network Learning
References:
[1] Qiufang Wen. Rethinking of the Relationship Between Language and Culture in the Context of Teaching English as a Lingua Franca [J]. Foreign Language Learning Theory and Practice, 2016 (02) : 1-7+13.
[2] Lipan Lv, Liming Yu. Two-Way Culture Teaching: On the Cultivation of Intercultural Communication Competence in Foreign Language [J]. Foreign Languages in China, 2021, 18 (04) : 62-67.
[3] Larry Samovar, Richard Porter. Communication Between Cultures (5th Ed) [M]. Beijing: Peking University Press, 2004.
[4] Michael Byram. Teaching and Assessing Intercultural Communicative Competence [M]. Clevedon: Multilingual Matters, 1997.
[5] William Gudykunst. Cross-cultural and Intercultural Communication [M]. Shanghai: Shanghai Foreign Language Education Press, 2007.
[6] Guangyi Zhou, Qingping Li. Cross-cultural Communication Ability Training of “Belt and Road” Construction Talents. Huxiang Forum, 2018, 31 (02) :137-143.
[7] Barry McLaughlin. Theories of Second Language Learning [M]. London：Edward Arnold, 1987.
[8] Fang Zhao. On Constructing a Comprehensive Model of Intercultural Communicative Competence Development [D]. Shanghai: Shanghai International Studies University, 2014.
[9] Hyunhee Cho. Crafting a Third Space: Integrative Strategies for Implementing Critical Citizenship Education in a Standards-based Classroom [D]. Seattle,Washington: University of Washington, 2016．
[10] Daokuan He. The Role of Culture in Foreign Language Teaching [J]. Foreign Languages and Literature, 1986 (1) : 96-116.
[11] Yihong Gao. Research of Productive Bilingualism [J]. Foreign Language Teaching and Research, 1994 (1) : 59-64.
[12] Andrew Byon. The Use of Culture Portfolio Project in a Korean Culture Classroom: Evaluating Stereotypes and Enhancing Cross-cultural Awareness [J]. Language, Culture and Curriculum, 2007, 20 (1) : 1-19.
[13] Zhiwei Liu, Xuemei Li. Discussion on Action Research of English Teaching in Universities in China [J]. Overseas English, 2022 (12) : 3-6.
[14] Qiufang Wen. Developing a Theoretical System of Production-oriented Approach in Language Teaching [J]. Foreign Language Teaching and Research, 2015 (4) : 547-558.
[15] Lu Bai. The Application of Seminar Teaching Mode in College English Teaching [J]. Asia-Pacific Education, 2016 (15) : 97.
[16] Dajin Lin, Chaoqun Xie. Intercultural Communication: Theory and Practice [M]. Fuzhou, Fujian: Fujian People’s Publishing House, 2015.
[17] Yan Han, Li Zeng, Mingqing Li, et al. Research on Cultivation of Intercultural Communication Competence in Post-IT Era [J]. Huxiang Forum, 2017, 30 (03) :164-167.