Research On Intercultural Communicative Competence Cultivation Of Foreign Students In China

The thesis has made research based on what had been proposed at the start of this century:"The teaching objective of teaching Chinese as a foreign language(TCFL)is to cultivate Chinese learners to use Chinese in intercultural communication".However,the basic fact is far from the realization of this objective through practice of more than a decade.Therefore,the thesis takes the intercultural communicative competence(ICC)cultivation of international students studying in China as the study objective.Through the collection of data,it is found that the relevant previous studies existed some defects such as the theoretical research is lack of in-depth system,the empirical studies are relatively few...The thesis is to take a multi-discipline,multi-angle,multi-level to provide reference for improving the overall level of ICC of international students studying in China.The thesis is based on the predecessors’research work to draw reasonable elements from the symbolic interaction theory and complexity theory.By using the method of literature research and definition of ICC,the thesis is to explore immanent mechanism,components,structures Finally the overall analytic research framework of this thesis is established.Under this premise,the empirical research is conducted through the design of questionnaire and outline of interviews.Using reliability and validity test to make the data of empirical research reliable,and using field observation to make the presentation of facts real.The empirical research shows:international students studying in China are good at explicit roles’ interactive competence such as intercultural communicative motivation and attitude,but they are not so good at focus interactive competence of oral communication,non-focused interactive competence of gesture communication,and intercultural roles’ interactive competence of implicit cultural understanding.In addition,there is a discrepancy of ICC among international students studying in China,because of different genders,degrees of language,ages,countries,span of studying in China.The data shows that:the ICC of female students is’ better than ICC of male students.The higher language degree international students in China are at,the stronger ICC they have.International students studying in China who are over 40 years old have poor ICC.International students studying in China who are between the ages of 20 and 29 years old are better ICC than any other age group.By means of using great sample data to compare Japan,Korea and Russia,it is found that the ICC of Russian students is stronger that the ICC of Korean ones,and the ICC of Korea students is stronger than the ICC of Japanese ones.A comprehensive investigation of this thesis was carried out on teachers’ team,classroom instruction,and curriculum of ICC of international students studying in China.It was found through the investigation:ICC cultivation of international students studying in China was lack of classroom instructive interaction.It was mainly manifested as:the repetition of classroom practice,the lack of imitation and error correction,the lack of dialogues and discussion among students,and the lack of communicative practical interaction in specific context.In TCFL,the creating of context to make the activity of ICC was less,differently complex degrees of communicative context designs on students to adapt and study were lesser.The teachers had weak consciousness on ICC of international students studying in China.It was mainly manifested in:the objective target of ICC cultivation in classroom instruction was obscure.Teachers rarely referred to cultural background information when they were preparing for instruction.Teachers were less using the teaching method that was advantageous to the interactive way of instruction.The main problem existing in curriculum design was:language courses were laid particular stress,but culture courses were occupied in small proportion,not systematic and scattered disorderly.These problems,to some extent,influenced on the improvement the level of ICC of international students studying in China.The thesis analyzed the problems of ICC cultivation of international students studying in China and points out the reasons:TCFL was debarred by traditional teaching;TCFL teachers’ lack of practical knowledge gave rise to their limitations of knowledge.Japanese and Korean students-based international students were constrained by learning styles;Teaching evaluation system of ICC cultivation had not yet been established.In view of the problems and causes,some proposals were suggested:The tradition of TCFL was broken by using overseas teaching experience for reference.The limitations of teachers’ practical knowledge were cracked by advocating teachers’ action research.Students’ learning styles were changed through Chinese teachers’ raising role awareness.A complete evaluation system should be established to make up for the loss of teaching evaluation system.The ultimate goals of ICC cultivation on international students studying in China in this thesis are "meaning comprehension" and "openness to experience" of intercultural communication.In order to achieve this ultimate goal,the strategies of ICC cultivation on future international students studying in China should be visualized by sustainable development regarded as the starting point and a new growing point.Therefore,this thesis tentatively proposes as:the ultimate goal and periodic teaching objective of ICC cultivation in TCFL;the course system of experience;a complete curriculun of ICC cultivation on international students;all kinds of teaching contexts in which practice,experience and role-playing which are well-designed to be cultivation approaches;the reinforcement of individual tutoring on international students studying in China in the process of ICC cultivation.These research results may probably put forward to reference for a further planning scheme of ICC cultivation and raising the level of ICC of international students studying in China.This research is still on the primary stage,since the formation of intercultural communicative competence needs a process from individual to re-socialization,which needs a comparatively long time,and is a result of interaction of many factors.Meanwhile,ICC cultivation is a complicated process.Teachers and courses are connected through classroom teaching.Through the combination of theory and practice,it is acted on objects of cultivation in the collision of different culture and in the communicative integration of different experience and the results may be presented under the construction of objects of cultivation.Therefore,the theoretical analysis framework of this study has yet to be further rationalized and tested.This study has also failed to construct a practical and effective mode of ICC cultivation.I should say that the research of ICC cultivation on international students studying in China remains to be widen and deeper in many ways.