Abstract
Telling the story of China effectively and amplifying the voice of China have raised new demands for cultivating foreign language talents in China. Globalization, as a significant factor influencing the Chinese economy, also indirectly impacts China's education system. Under the backdrop of globalization, culture is no longer a singular model centered on a specific culture but rather a diversified model. However, traditional English education, which is teacher-centered, has some drawbacks and cannot adapt to these new requirements. Cultivating students' intercultural communicative competence has gradually gained public attention and become a more significant objective of English education. For enhancing the current state of English teaching, this article is grounded in Byram's intercultural communicative competence model and suggests pertinent strategies for intercultural communicative competence across four dimensions: attitude, knowledge, skills, and critical cultural awareness. At the same time, English teachers should also enhance their language skills and cross-cultural communication competence.
References
Byram, M. & Feng, A. (2004). Culture and language learning: teaching, research and scholarship [J]. Language Teaching, 2004, 37(03):149-168.
Byram, M. (1997). Teaching and assessing intercultural communicative competence [M]. Clevedon: Multilingual Matters, 1997.
Dai Yuncai. (2019). Theoretical Construction of Second Language Acquisition in China: Introduction and Innovation [J]. Contemporary Foreign Languages Studies, (04), 26-36.
Deardoff D K. (2006). Identification and assessing intercultural competence as a student outcome of internationalization [J]. Journal of Studies in International Education, 2006, (10):241-266.
Gao Yihong. (2002). The cultivation of cross-cultural communication skills: “Transcendence” and “Span” [J]. Foreign Language Teaching and Research, (10), 27-31.
Han Yonghui & Li Ziwen. (2019). On the Problems and Transformation of Higher Foreign Language Education in China: How to Improve the Institutional Discourse Power of China in Global Economic Governance [J]. Journal of Guangdong University of For-eign Studies, (01), 133-138+144.
Hans J. Ladegaard & Christopher J. Jenks. (2015). Language and intercultural communication in the workplace: critical approaches to theory and practice [J]. Language and Intercultural Communication, (2015), 15:1, 1-12.
J. C. Shin. (2012). Higher education development in Korea: western university ideas, Confucian tradition, and economic development [J]. High Educ., (2012) 64:59-72.
Ji Xiaoli, Zhang Hui, & Li Aijun. (2023). The impact of explicit and implicit training methods on the acquisition of English intonation by second language learners [J]. Foreign Language Teaching and Research, (01), 66-78+159-160.
Tian, Fang. (2018). Influences of the accent perception on production in oral reading speech [J]. Foreign Languages and Their Teaching, (3): 55-64.
Wen Qiufang. (2018). “Output oriented approach” and teaching Chinese as a foreign language [J]. Chinese Teaching in the World, (3): 387-400.
How to cite this paper
Analysis of Development of Intercultural Communicative Competence in English Education
How to cite this paper: Jianjia Wang. (2024). Analysis of Development of Intercultural Communicative Competence in English Education.The Educational Review, USA, 8(4), 593-597.
DOI: http://dx.doi.org/10.26855/er.2024.04.018