Abstract-The widespread use of the Internet and Internet-based devices allows people to access big data easily. With the emergence of big data, the traditional teacher-centered teaching modes can no longer arouse the learning interest of students and cannot satisfy the needs for their overall improvement. A creative and comprehensive teaching mode based on big data environment for students and teachers (BEST) teaching mode was proposed in this study to enhance the teaching effect of teachers and the learning efficiency of students in big data. The challenges brought by big data were analyzed in this study, and a corresponding BEST teaching mode was proposed based on big data. A case study was conducted, in which the BEST teaching mode was applied to college English teaching. SPSS19.0 was used to analyze the results of the experiment. Results demonstrate that the proposed BEST teaching mode allows students to select suitable materials and methods to study and that the proposed mode fundamentally changes the nature of teaching and learning. Findings reveal the many advantages of this mode for both the College English teaching and college English learning. The proposed novel BEST teaching mode plays a significant role in guiding the revolutionary change in the mode and the means of foreign language teaching reforms in China.

Economic globalization, integration of the world, and wide application and advanced development of modern information technology (MIT) demand high requirements for talents. Traditional teaching methods and means cannot satisfy the requirements of students for real language communication environment and language output. Consequently, students exhibit low intercultural communication ability and fail to satisfy the ultimate goal of foreign language teaching. A novel method to cultivate students’ intercultural communication competence (ICC) in college English based on MIT was proposed in this study. The method was used to examine students’ intercultural sensitivity (IS) and ICC. The concept of ICC was redefined. A model of ICC in college English based on MIT and a teaching mode for cultivating students’ ICC in college English based on MIT were constructed. The proposed teaching mode was applied to a teaching experiment, and interviews and questionnaires were used to estimate students’ IS and ICC. Results demonstrate that this mode is superior to traditional teaching methods, surpasses the limitations of time and space, realizes global information sharing, and integrates the language and cultural learning among students organically. The constructed teaching mode meets the needs and demands of most students and provides a resource-rich learning platform where students can improve their IS and ICC.

The integrated and internationalized global economy, international exchanges, and cultural integration increased the frequency of intercultural communication, calling for intercultural communication talents. Thus, the cultivation of students’ intercultural communication skills garnered widespread attention. To better and fairly assess college students’ actual Intercultural communicative competence (ICC) and effectively cultivate students’ ICC, first, this study comprehensively explored the internal relationship between linguistic subjectivity and intercultural communication. Second, an ICC teaching model from the perspective of linguistic subjectivity based on modern information technology (MIT) was constructed, and a college student ICC assessment scale covering 7 dimensions and 36 variables was designed. Finally, an empirical teaching experiment was conducted to verify the credibility and validity of the constructed teaching model and assessment scale. Results show that the 7 dimensions and 36 variables of the constructed assessment scale can effectively measure students’ ICC. Students’ ICC can be enhanced by exploring the college student ICC teaching model from the perspective of linguistic subjectivity based on MIT, and the backwash effect of ICC teaching and assessment can effectively boost college students’ intercultural communicative sensitivity, comprehensive cultural literacy, and practical language application skills.

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