Abstract
Developing intercultural competence has been increasingly vital in the current college English curriculum reform. Based on data collected in curriculum assessment of English courses for non-language majors together with surveys and interviews, this study, explored critical factors in English curriculum that influence students' intercultural competence with the purpose of promoting effective teaching of intercultural competence and providing empirical evidence for the college English curriculum reform. Results suggested that class engagement, autonomous learning, and teaching methods had significant impacts on the overall level of intercultural competence and its specific dimensions, while the impacts of English language skills and satisfaction rate on intercultural competence were not statistically significant. Besides, students with different backgrounds and campus environments were significantly different in intercultural competence. The findings of this study on the relationships between curriculum factors and intercultural competence shed light on systematic development of intercultural competence in foreign language teaching and improvement of intercultural teaching.
Highlights
Intercultural communication competence (ICC) refers to the competence to communicate in intercultural circumstances, i.e., “the competence to successfully accomplish communication process when people from different cultural backgrounds are able to show strong intercultural awareness, identify cultural differences and eliminate cultural interferences at intercultural encounters [1]
Cultivating ICC has been listed as core content in the new “Guidebook for College English Teaching” published in 2016, which indicates college English curriculum and foreign language teaching have gradually become an important platform and channel for colleges and universities to accomplish that mission
The main reason is that the lack of uniformity in the core elements of intercultural competence training and the curriculum of the current foreign language teaching makes it impossible to integrate intercultural teaching ideas into all aspects of foreign language teaching systematically and scientifically and affects the effect of intercultural competence training
Summary
Intercultural communication competence (ICC) refers to the competence to communicate in intercultural circumstances, i.e., “the competence to successfully accomplish communication process when people from different cultural backgrounds are able to show strong intercultural awareness, identify cultural differences and eliminate cultural interferences at intercultural encounters [1]. An Empirical Study on College English Curriculum Assessment and Cultivation of Intercultural Communication Competence conceptual level, intercultural studies in foreign language teaching are not adequately researched, especially weak in terms of empirical studies. Studies on integrating the intercultural competence training into foreign language teaching and English curriculum assessment are not widely implemented. The relevant factors affecting the intercultural communication competence training in English courses exploring from the perspective of foreign language teaching curriculum are not yet clear and cannot be found in the existing literatures. By combining English curriculum assessment and intercultural teaching, this paper analyzed and discussed the major factors in skill-based English courses which influence intercultural communication competence, providing a theoretical and empirical basis for the adjustment of the curriculum system and the teaching reform
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