Abstract
Cultivating intercultural communicative competence is not a process in which teachers transmit knowledge to students, but one in which students construct their intercultural communicative competence on their own initiative. By applying the constructivist theory to the teaching of intercultural communication, the author designs a model of teaching intercultural communication and elaborates the procedure in detail. This model aims to facilitate students’ construction of their intercultural communicative competence effectively.
Highlights
Chinese Syllabus for College English Majors points out in its teaching principles that students’ intercultural communicative competence should be cultivated
By applying the constructivist theory to the teaching of intercultural communication, the author designs a model of teaching intercultural communication and elaborates the procedure in detail
2) Scaffolding Instruction: Scaffold, which is used in architecture, is used in constructivism to illustrate vividly a kind of teaching mode: a teacher or more competent peer helps the student in his or her ZPD, Zone of Proximal Development, i.e. the difference between what a learner can do without help and what he/she can do with help
Summary
Chinese Syllabus for College English Majors points out in its teaching principles that students’ intercultural communicative competence should be cultivated. Requirements for College English Teaching, issued by the Ministry of Education in January, 2004, involve the cultivation of intercultural communicative competence as one of its teaching objectives. Intercultural communication has been included as a compulsory content in the syllabus for both English majors and non-English majors. The cultivation of intercultural communicative competence became a major concern and ultimate goal of foreign language teaching. In elementary foreign language teaching, teachers can improve students’ intercultural communicative awareness and skills by way of presenting cultural knowledge and practicing communicative strategies. Can only be achieved through the specialized subject of Intercultural Communication. Constructivist theory, which advocates that students should be the center of class and that they should construct meaning initiatively through interaction in real situations, has greatly enlightened the teaching of intercultural communication
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