Study on Cultivation of Intercultural Communication Competence of College English Based on Modern Information Technology

Abstract

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.

Intercultural Communicative Competence Teaching and Assessment Based on Modern Information Technology

“…Moreover, employed the unity of knowledge and action methodology to construct a theoretical framework for ICC assessment [7]. Peng (2018) proposed a method to examine students' intercultural sensitivity and ICC [8]. Zhao (2015) reviewed empirical study results based on the Affective-Behavioral-Cognitive (ABC) model and pointed out that clarifying the relationship between three elements, namely, emotions, behaviors, and cognition, is the main direction of future research.…”

Interdependent Theory of Intercultural Communication Competence

“…Axiom 3: Learners need the right attitude and cultural skills to develop ICC. There is an inverse connection between ICC and disinterest (Yeke & FatihSemerciöz, 2016;Badrkoohi, 2018;Bingzhuan, 2018) which means that a learner who lacks ICC has low motivation to learn a new language, in short, reluctance to learn due to pessimism. To battle this, learners need to be prepared for ICC on a behavioral level.…”

“…Students are able to consider their perceptions about their peers and themselves through a new lens. In this "superb venue," the learners ponder about their own culture and share their ideas and involvements in a much profound outlook (Lee & Markey, 2014;Bingzhuan, 2018).…”

Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

“…However, students are not always ready to develop crosscultural competence using formal solutions (Pudikova et al, 2019). Traditional teaching methods and means cannot satisfy the requirements of students for real language communication environment and language output (Bingzhuan, 2018;Wen and Wu, 2017).…”