Abstract
Intercultural encounters have become a fact of daily life in so many cities as well as towns in China, yet English learning is far from enough for cultivating talents with international vision and research on ICC has stepped on agenda. This paper is aimed at investigating the ICC stat quo of Chinese college students. The questionnaire is designed based on Byram’s YOGA including four aspects—intercultural knowledge, intercultural skills, intercultural attitude, and critical intercultural awareness. Research is done with data from the teacher-questionnaire for finding one focus of the four aspects for further research of influencing factors of ICC and with data from the student-questionnaire, on the presumed potential related factors of ICC like major, gender, cultural curriculums, and experience abroad for finding out Chinese college students’ ICC stat quo. 10 (half science and half literary arts) are interviewed to find out how the results come into being. Through the analysis of teacher-questionnaire data, the author gets that intercultural attitude is of the most importance to ICC. The results come out possibly because the acquiring of intercultural awareness, intercultural skills and intercultural knowledge are decided by intercultural attitude.
Highlights
In China, English has become a compulsory course from primary on and gains equal weight in College Entrance Examination
Research is done with data from the teacher-questionnaire for finding one focus of the four aspects for further research of influencing factors of Intercultural Communication Competence (ICC) and with data from the student-questionnaire, on the presumed potential related factors of ICC like major, gender, cultural curriculums, and experience abroad for finding out Chinese college students’ ICC stat quo. 10 are interviewed to find out how the results come into being
Through the analysis of teacher-questionnaire data, the author gets that intercultural attitude is of the most importance to ICC
Summary
H. Wang college have to pass CET4 and English major students TEM4, if they want to get the bachelor degree. Many college graduates who have passed CET4 or TEM4 remain deficient in their daily communication with foreigners and often come into awkwardness or even conflict in intercultural communication. This phenomenon of intercultural breaking-down attracts many educators’ attention and they point out that, with further or in-depth intercultural communication and expansion of the scope of cooperation among different countries, mutual understanding requires more cultural knowledge like awareness or cognition of customs, values, beliefs, and etc. The concept of intercultural communication competence (ICC) steps on agenda
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