| Since China's entry into WTO, communications across the borders are increasingly recognized as a daily routine or even a necessity for both the two parties including Chinese companies and their counterparts. Large amount of information and ideas are exchanged via various Hi-Tech based media. However, problems, like misunderstanding, ignorance towards cultural convention and lack of religious awareness, occur. No matter how modern the technology is to facilitate communication, it is the people behind the equipment essential to successful and effective communications across cultures. And it is to what extent they are competent in conducting intercultural communication that decides to what extent these communications may bring to the benefit of the two parties. Therefore, cultivating students to master a high level of ICC is very important to ELT in China. The concept of ICC itself is not clear to language teachers and learners as its definition is not universally agreed upon. Without a clarified and structuralized ICC, it is difficult to discuss its pedagogical implications to language teaching and learning. Based upon these concerns, this paper first presents a review of the definitions or views of ICC from a variety of literature. Then the author tries to use an assessment tool-the YOGA form to identify the current mastery of ICC by Chinese college non-English majors. By employing SPSS 13.0 for Windows, the author also presented the statistical analysis of the collected data. The results are not optimistic as the average overall candidates'ICC level is just around OK competence. And intercultural skills is the category they all not good at. The final result presented the significant positive correlation between English language proficiency and one's Intercultural Communication Competence.
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