A Study on the Status Quo of Chinese College Students’ Intercultural Communication Competence

Nowadays, globalization has already changed the whole world than anyone could imagine. China adopts an open mind to the change for globalization, and spares no effort to participate in international economic cooperation, which means more opportunities for Chinese students to study and work abroad. Therefore, it is not necessary but a must to cultivate college students’ intercultural communication competence. This paper is to conduct a survey in Sichuan University of Arts and Science, involving 180 non-English Major freshmen. By the combination of qualitative and quantitative analysis, this paper is to discuss the problems existing in the process of cultivating college students’ intercultural communication competence, such as: insufficient output of students’ language competence, and inadequate input of culture knowledge ,and probe into the reasons for those problems. Meanwhile, this paper also put forward some solutions about how to cultivate college students’ intercultural communication competency with the perspective of output--driven, Input--enabled Hypothesis.

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Rethinking Intercultural Communication Competence in English Language Teaching: A Gap Between Lecturers' Perspectives and Practices in a Southeast Asian Tertiary Context

i-manager’s Journal on English Language Teaching ◽

10.26634/jelt.7.1.11404 ◽

2017 ◽

Vol 7 (1) ◽

pp. 20

Author(s):

Vo Quyen Phuong ◽

Keyword(s):

Intercultural Communication ◽

English Language ◽

Language Teaching ◽

Communication Competence ◽

Southeast Asian ◽

English Language Teaching ◽

Intercultural Communication Competence

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Learning for Adaptation

Chinese Semiotic Studies ◽

10.1515/css-2020-0032 ◽

2020 ◽

Vol 16 (4) ◽

pp. 603-625

Author(s):

Juming Shen ◽

Yu Sheng ◽

Ying Zhou

Keyword(s):

Intercultural Communication ◽

Communication Competence ◽

Adaptation Process ◽

Educational Context ◽

Semiotic Analysis ◽

The Unconscious ◽

Intercultural Communication Competence

AbstractThe conceptualization of intercultural communication competence (ICC) has been updated tentatively since it was formulated in the 1970s. A common recognition is that development of ICC can only be realized through an individual’s adaptation, which results from the integration of the multiple forces within the individuals themselves. However, most of the existing research on ICC has focused on the conscious aspects of competence like abilities or skills that are distinguishable, that is, what to adapt, rather than the less conscious aspect, or its correlation with the unconscious part, that is, the how to adapt, or what the process of adaptation is. The absence of investigation into the adaptation process may have been a consequence of the educational context of studies on ICC, which depends much on, or is heavily affected by, the Cartesian dualistic viewpoints that emphasize the dichotomy of mind–body while ignoring the “middle” in between. Based on our previous semiotic analysis that explained the process of intercultural communication as a form of semiosis, this paper adopts more perspectives from edusemiotics to conceptualize learning following a triadic framework with emphasis on the process as the “middle,” which renders it possible to reflect on the process of individuals’ adaptation in contexts of intercultural communication.

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Design and implementation of college English multimedia aided teaching resources

International Journal of Electrical Engineering Education ◽

10.1177/0020720920983517 ◽

2021 ◽

pp. 002072092098351

Author(s):

Lin Hu ◽

Wei Yao

Keyword(s):

College Students ◽

Status Quo ◽

College English ◽

English Teaching ◽

Design And Implementation ◽

Multimedia Teaching ◽

The Status ◽

Assisted Instruction ◽

Self Learning ◽

Knowledge Classification

With the advancement of multimedia technology, a series of problems have emerged in the reform of college English teaching. How to use multimedia to assist college students in English learning has become a meaningful study. Multimedia-assisted instruction is a common method of teaching English. The design of multimedia-assisted English teaching resource software determines its development, management, evaluation and other aspects, so the design of multimedia platform plays a vital role in the effect of multimedia teaching. This paper will discuss the design and implementation of multimedia-assisted college English independent education resources from the perspective of knowledge classification. Through the content analysis, some problems exist in the design process of some college English multimedia teaching, and the status quo is analyzed. It also studies the difficulties of college students in the process of multimedia assisted learning, and how college students hope to design multimedia independent learning multimedia platform. Finally, the five knowledge classification learning theories of “listening, speaking, reading, writing and translating” can change the status quo, meet the needs of college students, and develop the knowledge of vocabulary, grammar and listening in college English. The design strategy of self-learning multimedia-assisted instruction and the design of college English self-learning multimedia teaching is briefly written.

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