Cultivation Of Intercultural Communicative Competence Research Articles

Problems and Strategies in College English Intercultural Communication Competence Education

Nowadays, with the rapid development of economy and science and technology, the process of globalization is accelerating and deepening, people-to-people and state-to-state exchanges and communication are constantly strengthening. The cultivation of intercultural communication competence has become an important issue in the field of education, and college English education has an important influence on it. This thesis aims to analyse the current situation and problems in college English intercultural communication education and put forward solutions and strategies to improve the ability of intercultural education and help cultivate intercultural communication talents.

Intercultural Communication Competence: Theoretical Exploration and Practical Application from the Perspective of Foreign Language Education

As globalization continues to deepen, intercultural communication competence has become an indispensable key skill in international exchange and cooperation. This paper aims to explore the theoretical construction of intercultural communication competence and its practical application in foreign language education. By synthesizing reviews of relevant literature from both domestic and international sources, this paper proposes an interactive theoretical model of intercultural communication competence that integrates the dimensions of attitude, knowledge, and skills. The model emphasizes the dialogic nature of intercultural communication, the equality of cultures, and the dialectical combination of globalization and localization. Based on this, the paper further develops a practical model that organically integrates intercultural communication competence, teaching segments, and teaching activities into a three-ring structure, providing a specific operational framework for the cultivation of intercultural communication competence in foreign language teaching. Through empirical research, this paper has verified the application effect of the proposed model in college English teaching. The results indicate that the model can effectively enhance students' intercultural awareness, knowledge acquisition, and communication skills. Finally, the paper puts forward a series of teaching suggestions aimed at promoting the comprehensive development of intercultural communication competence in foreign language education and points out directions for future research and practice.

The Cultivation of Intercultural Communication Competence in the Unit Integrity Teaching of the Primary English

As China's international status rises, the country needs more and more talents with intercultural communication skills. This paper finds that primary school English teaching materials neglect the cultivation of students' intercultural communication competence, teachers lack the awareness of intercultural communication, teachers' own intercultural literacy is insufficient, and students lack the interest of intercultural communication. The author puts forward suggestions on these aspects, hoping to provide help for elementary school English teachers regarding the cultivation of students' intercultural communicative competence.

The Cultivation of Intercultural Communication Competence in the Teaching of English Vocabulary of Junior High School

Language and culture are closely interrelated. Vocabulary, as the most basic element of language, highlights the most important culture element in a certain culture inevitably. Therefore, vocabulary teaching seems a helpful way to cultivate the intercultural communication competence of junior high school students. Thus, the study investigates the impact of vocabulary teaching on the cultivation of intercultural communication competence in junior high school. It is based on the discussion about the meaning differences between English vocabulary and Chinese vocabulary and their reasons. And it reveals two strategies, etymology method and English-Chinese comparison method, aiming to cultivate intercultural communication competence of Junior High School in the teaching of English vocabulary.

The Cultivation of Intercultural Communicative Competence in Senior High School Vocabulary Teaching

The cultivation of intercultural communicative competence not only helps students to broaden their international horizons and eliminate intercultural communicative barriers during communication, but also helps to promote cultural exchanges under the background of globalization. In addition, the high school English curriculum standard also puts forward certain requirements for the cultivation of students' intercultural communicative competence, thus it is necessary to cultivate students' intercultural communicative competence in high school English teaching. Adhering to literacy orientation, respect for differences and an ideological basis should be the principles of cultivating intercultural communicative competence. Language is the carrier of culture, and the cultivation of students' cross-cultural communicative competence can be carried out throughout vocabulary teaching by explaining the different meanings of vocabulary, explaining the background cultural knowledge of vocabulary, improving cultural sensitivity through lexical cultural comparison to strengthen students' cross-cultural communicative competence.

Strategies for Cultivating Students' Intercultural Communication Skills in Higher Vocational English Education

Under the background of globalization and the informationization era, higher vocational English education is facing unprecedented challenges and opportunities. The cultivation of intercultural communicative competence has become a hot topic in the field of education, especially for higher vocational students, this competence is not only related to the effect of language learning but also directly affects the competitiveness and adaptability in the internationalized workplace in the future. At present, the following major problems exist in the cultivation of students' intercultural communication competence in higher vocational English education, the disconnection between teaching materials and actual intercultural communication requirements, the limitations of teachers' intercultural teaching awareness and methods, the insufficiency of students' intercultural experience and awareness, and the insufficiency of the school's educational resources and platforms. Based on this, this paper aims to discuss how to effectively improve students' intercultural communication competence in higher vocational English education, analyze the problems existing in the current educational practice, and propose corresponding improvement strategies.

Cultivation of Intercultural Communication Competence of English Teacher Training Students in Colleges and Universities in Ethnic Areas under the Background of Deep Learning

Abstract The assessment of intercultural communicative competence (ICC) is increasingly recognized as a critical component of students’ professional competency development in higher education settings. This paper explores the objectives of cultivating ICC and proposes an assessment scheme aligned with the principles of competency cultivation and the ICC acquisition model. To elucidate the linkage between teaching activities and ICC development, the Apriori algorithm is employed to analyze their relationships and to construct a weight matrix for these activities. Further, the Sim Rank algorithm is applied to determine similarities among students, while the K-means algorithm is used to cluster students into distinct groups. The assessment system’s feasibility is validated by analyzing the variations in assessment outcomes. This study also conducts a detailed graphical analysis of students’ attitudes towards ICC and examines the influence of five dimensions of English language proficiency—listening, speaking, reading, writing, and translating—on ICC. The results reveal a strong correlation between the three ICC dimensions—attitude, knowledge, and skill—with the overall ICC level. These dimensions are ranked in terms of correlation strength as follows: knowledge (0.963), skill (0.881), and attitude (0.758). Additionally, a positive correlation exists between the five facets of English language proficiency and cross-cultural variables, suggesting that learning English and cultivating ICC are mutually reinforcing. This underscores the need to enhance English language instruction to effectively support the development of ICC.

The Application of Situational Teaching Method in the Cultivation of Intercultural Communicative Competence

As the overall goal of international Chinese language education, the cultivation of learners' intercultural communicative competence has become one of the main tasks of international Chinese language education. The core of situational teaching method is to set up "real" situations that can stimulate learners' emotional experience, which helps to cultivate learners' intercultural communication awareness and improve their intercultural understanding ability.

Cultivation of Students’ Intercultural Communication Competence Based on Situational Teaching Method in the Context of Key Competence

At the beginning of the 21st century, the European Union, in response to the wave of globalisation and the challenges of a knowledge-based economy, has vigorously promoted a lifelong learning strategy in the field of education and training, and has proposed key competence. The importance of intercultural communication has become increasingly evident in the process of globalization. English language teaching plays an important role in facilitating students’ intercultural communication skills. In English classroom teaching, we should not only attach significance to the language knowledge, but also integrate cultural concepts into English teaching and learning, so that students can perceive and experience the differences between Chinese and Western cultural practices. Situational teaching method is a lively and interesting method that integrates knowledge with context and can provide methodological guidance and implications for the cultivation of intercultural communication competence of high school students. This paper attempts to combine situational teaching method and intercultural communication skills development, and to investigate the effect of situational teaching method on the development of intercultural communication skills of high school students, so as to provide an effective method for the development of intercultural communication competence of high school students.

Exploring the development of intercultural communication skills of language students in universities based on big data

Abstract With the development of globalization, people’s communication becomes more and more frequent. China urgently needs to cultivate talents at the international level and strong foreign language communicative ability to participate in international affairs and follow the international development trend. Based on the data analysis method and machine learning method in big data analysis, this article explores the current situation of intercultural communication ability and competence cultivation of language students in colleges and universities. The article summarizes the existing problems of language students’ intercultural communication ability in Chinese universities based on questionnaires conducted in four universities in southwest, northeast, east, and South China. Secondly, based on the current problems in the intercultural communication competence of language students in Chinese universities, the article further proposes teaching inspirations for the cultivation of intercultural communication competence of language students in Chinese universities. The survey results show that the highest total number of respondents who chose A and B answers, i.e., they think they have strong intercultural communication ability, was 689 from Zhongshan University, accounting for 33.62%, followed by 615 from Shanghai University, accounting for 30.1%; the lowest was 240 from Guizhou University, accounting for 11.7% only, and the level of intercultural communication ability of language students in these four universities can be ranked as follows. Zhongshan University > Shanghai University > Heilongjiang University > Guizhou University. This study can suggest highly rigorous and practical strategies for cultivating language students’ intercultural communication ability in Chinese universities.

Representations of Cultures and Cultivation of Intercultural Communication Competence in Chinese High School English Textbooks: A Longitudinal Comparative Study

Intercultural communication competence (ICC) is becoming increasingly important with the ongoing globalization and researchers have emphasized the significance of cultivating such competence in English language teaching. As a major tool for language learning, textbooks play an important role in cultivating ICC in language classrooms. This study selected two versions of textbooks published by the same press to analyze and compare the cultural representations from the perspectives of the distribution of cultures, language activities, and cultural activities. Besides, the study also focuses on the links between textbook activities and the cultivation of ICC. It was found that the phenomenon of cultural imbalances, especially those dominated by the UK, the US and China, with the increase in the proportion of Chinese culture and a wider cultural coverage in the new edition. The results also revealed that the activities in the textbooks lack clear teaching objectives and that the ICC cultivation is superficial. This research mainly puts forward suggestions on the ICC cultivation in language teaching and the compilation of textbooks. In addition, it is also suggestive of the definition of intercultural communication and the arrangement of language classroom activities, etc.

Cultivation of Intercultural Communication Competence via College English Extra-Curriculum—Taking Shakespeare Drama Club of USST as an Example

Cultivation of Intercultural Communication Competence via College English Extra-Curriculum—Taking Shakespeare Drama Club of USST as an Example

An Exploration on the Cultivation of Intercultural Communication Competence in High Schools English Reading Based on the “The Third Place”

The Ministry of Education promulgated Curriculum Standards for Ordinary High Schools (2017), which regulated that it is necessary to cultivate highs school students with the intercultural communication competence and the ability to spread Chinese culture. The traditional intercultural communication teaching, which is target-language oriented, has caused the phenomenon of “Aphasia of Chinese culture”. Meanwhile, the intercultural communication cultivation in high school English teaching was also simply understood as the instruction of foreign knowledge. In order to solve the problems, the idea of “the third space” theory has been chosen as the theory of cultivating students’ intercultural communicative competence. “The third space” is neither composed of the native culture nor the target language culture, but an innovative space born in the process of dynamic contact, collision and interaction between the two cultures. Based on this theory, this paper summarizes the research status of intercultural communication competence and clarifies its specific connotation, reviews the cultivation of intercultural communication competence in high school English teaching. It takes A Child of Two Cuisine (a passage from unit 1, book 2 of English textbook of FLTRP Edition) as an example to state how to apply “the third place” to the lesson design based on the activity-based English learning. But due to lack of conditions, the argumentation of this paper lacks empirical research to test its effectiveness.

Approaches to the Cultivation of Intercultural Communicative Competence in College English Teaching in the New Era

Approaches to the Cultivation of Intercultural Communicative Competence in College English Teaching in the New Era

The Application of the Cultural Comparison Method in the Cultivation of Intercultural Communicative Competence in Junior Middle School English Teaching

Cultural comparison method in junior middle school English teaching is a very important teaching method, which can help students better understand and grasp the differences between different cultures. This paper explores the use of cultural comparison in English teaching at junior middle school level, focusing on the analysis of lexical comparison, address comparison, values comparison, greeting comparison and so on. It also highlights the importance of fostering intercultural communicative competence in the classroom. The research shows that through the application of cultural contrast, students can have a deeper understanding of the differences between different cultures, so as to enhance intercultural communicative competence and improve English language ability and cultural accomplishment. Indeed, in junior middle school English teaching, it is crucial to actively incorporate cultural comparison in order to enhance students’ development of intercultural communicative competence. By understanding and appreciating different cultures, students can effectively communicate with people from diverse backgrounds and broaden their perspectives. Cultural comparison not only promotes language learning but also cultivates students’ intercultural sensitivity and global awareness, preparing them for a more interconnected world.

The Cultivation of Intercultural Communicative Competence in College English Education

In the context of globalization, exchanges between various countries and regions have become more frequent, and cross-cultural communication skills have become very important. How to improve college students’ cross-cultural communication skills and what to do in the process of cultivating college students’ cross-cultural skills are important topics that schools and teachers need to explore in college English education. In actual teaching, due to the limitation of many factors, the actual effect of cross-cultural teaching is not obvious, and there are still some problems. This article provides some strategies and methods for eliminating cultural differences and cultivating college students’ cross-cultural communicative competence.

Research on the Cultivation of Intercultural Communicative Competence in College English Teaching in the New Media Era

For modern and contemporary college students, English ability is very important, not only for exam-taking, but also for giving play to the communicative ability of English. For college English education, it is not only necessary to emphasize the depth of professional courses, but also to take into account its practical value. However, in the era of new media, most college English teaching only pays attention to reading and writing, ignoring the pragmatic function of English as a communication tool. In order to help better adapt to the new media era, achieve the goal of educating people in an all -round way, and cultivate talents for cross-cultural communication, this article analyzes the problems of cross-cultural communication in college English teaching, and focuses on the training strategies for cultivating cross - cultural communication. To promote better reform of college English teaching.

On the Cultivation of Intercultural Communicative Competence in the English Viewing-listening-speaking Course

With the fast pace of globalization, cultivating Intercultural Communicative Competence (ICC) has gradually become a vital goal in English language teaching. However, whether the English Viewing-Listening-Speaking (VLS) course can be used to improve learners’ ICC is less researched. This paper tends to adopt skills of discovery, comparison and analysis in Byram’s ICC model as methods to explore how students interpret in VLS class and how the interpretation processes improve students’ intercultural communicative competence. The design and implementation of teaching activities, combined with the research data including quizzes, students’ statement recording and reports, are introduced to illustrate how to improve learners’ ICC in VLS course.

Cultivation of Intercultural Communicative Competence in Japanese Teaching in Colleges and Universities Based on Computer Aid

Intercultural communication ability is an important factor in learning a foreign language, which can help us to have better daily communication. Therefore, to improve the intercultural communication ability of Japanese majors has become a hot topic of social concern, which is in urgent need of the reform of the current teaching mode in Universities. Through various ways, such as refined classroom teaching, extracurricular practice, micro class, MOOC class, etc., students can better understand Japanese culture, which will improve their intercultural communication ability. In computer-assisted Japanese teaching in colleges and universities, language teaching and cultural teaching are two independent systems, which have not been well integrated. Therefore, universities must improve the cross-cultural communication ability of Japanese students, which will meet the needs of the society for diversified and Applied Japanese talents[1-2]. First of all, this paper puts forward the focus of intercultural communication in Japanese teaching. Then, this paper puts forward some questions. Finally, some suggestions are put forward[3-4].

Cultivation of Intercultural Communication Competence for Business English Majors

With economic globalization speeding up, China has increasingly frequent interaction with the world economy. A multitude of versatile talents are in urgent need who not only have good grasp of linguistic and business knowledge but also are competent in intercultural communication. Students of business English are significant resource of international business talents. This thesis discusses the principles of cultivating students’ intercultural communication competence from the perspective of systematicness, practicality and comparison. Then the strategies and approaches on how to realize the improvement of the ICC of business English majors in universities and colleges are explored from five aspects including teaching syllabus, teachers’ development, teaching materials, teaching modes and evaluation system. In the final part of the thesis, the author analyzes the limitation of the study and considers researching plan for further study to acquire more findings.