The Study On Normal College English Intensive Reading Teaching And Learning-form An Intercultural Communication Perspective

For many years, intensive reading is one major compulsory course of English majors. Intensive reading teaching plays a critical role in normal college English education.With the development of science and technology, international economic and cultural exchanges are getting more and closer. People from all walks of life commit themselves to be geared to the international conventions.Normal college intensive reading teaching includes professional knowledge and skills training and teacher's professional and academic development. For a long time, a traditional teaching method has been applied in intensive reading teaching, it overemphasizes to cultivate students'ability of language application, including their listening ability, oral English, reading techniques, writing ability and translating skills. It is a general phenomenon to neglect the cultural teaching in intensive reading class. This leads to the deficiency of intercultural communication competence.In order to help normal college students become qualified teachers, English teachers should advance with the times, not only teach language knowledge, but also teach culture elements. We should change the teaching model from'traditional'to 'communicative'.Questionnaires and interview were conducted in the thesis,105 students and 20 teachers who have worked at least 3 years from Zibo Normal College participate in the process. The results show that most English majors'ICC is still in a low level, teachers from English department have not paid enough attention to culture teaching, not to mention the cultivation of student's ICC. The contents of IC in the textbooks are mentioned casually. It is not, of course, exhaustive.After the investigation, teachers who have attended the survey realized the significance of communicative teaching and students are full of enthusiasm in culture learning.Some valuable methods and suggestions were brought forward by the author, they have great relevance to applications on how to cultivate student's ICC through intensive reading teaching. The author is in expectation of offering practical support to normal college intensive reading teaching in the future.