Abstract
This study adopted both intercultural competence assessment and interview to analyze the effect of the “overseas study” learning mode on cultivating and improving students’ intercultural competence. The factors that influenced the development of college students’ intercultural competence were summarized. The study revealed that there were differences in the dimensions of native and Thai cultural knowledge, intercultural skills and awareness. It also demonstrated that gender, language capability and culture knowledge were responsible for the discrepancy. The study recommended that it is inevitable to strengthen culture comparison in overseas learning and strengthen female’s intercultural competence.
Highlights
In the context of the continuous deepening of China-ASEAN economic and trade cooperation, our school implements the “3 + 1” international cooperation model, providing Thai majors with an opportunity to study abroad, communicate and practice in Thailand for one year
This study adopted both intercultural competence assessment and interview to analyze the effect of the “overseas study” learning mode on cultivating and improving students’ intercultural competence
The study revealed that there were differences in the dimensions of native and Thai cultural knowledge, intercultural skills and awareness. It demonstrated that gender, language capability and culture knowledge were responsible for the discrepancy
Summary
In the context of the continuous deepening of China-ASEAN economic and trade cooperation, our school implements the “3 + 1” international cooperation model, providing Thai majors with an opportunity to study abroad, communicate and practice in Thailand for one year. The overseas learning process is helpful to cultivate students’ intercultural communication ability. As foreign language learners, intercultural competence is an important ability that Thai language majors must master in order to meet their needs of studying abroad, communicating and working. Improving intercultural communication competence of Thai majors has become the key to talent cultivation. To make up for this deficiency, this paper attempts to take the Thai majors of Yunnan Agricultural University, Grade 2016 and Grade 2017, as an example to explore the influence of “3 + 1” cooperative education mode on students’ intercultural competence by longitudinal comparison of their intercultural competence in nearly one year before and after overseas study
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
