Cultivating Intercultural Communicative Competence For Non-English Majors Of College

With the economis globalization, intercultural communication becomes more and more frequent. As the most widely used international language, English becomes more and more important. In China, English is a attached great importance in educational area. It becomes a compulsory course from primary school on. In college entrance examination, the percentage of English is the same as Chinese, our mother tongue. Further more, college students must pass CET band 4 if they want to get their bachelors'degree and CET4 .Chinese students spend a lot of time on English learning because of the importance it gains. However, many college graduates who get their certificate on CET-4 or even CET-6 remain deficient in their actually use English. Poor oral English and inappropriate expressions often put communicates into awkwardness and even conflict in intercultural communication.Those communication breakdowns attract the attention of foreign language educators. They discuss the efficiency of college English teaching and reach a negative conclusion, i.e.Chinese ELT can't meet the requirement of cultivating students'language proficiency. They then put forward reform suggestions on teaching idelogy, th\eaching objective and teaching methods,etc. there are achievements in the reform, yet a well-formed model for ELT is not achieved. The thesis is also an attempt in the reforming of FLT in Chinese universities. It holds the idea that developing students'intercultural communicative competence is the goal og foreign language teaching. Generallu speaking, students'ICC is the competence to communicate dffectively and appropriately with people from cultures other than their own. As the focus of this thesis is on the non-English majors,concerning the characteristics of their curricular design, i.e. they do not have such courses as language and culture, intercultural communication etc., the most effective way for cultivating their ICC is to incorporate culture teaching into language teaching.This thesis is composed of four chapters. The first chapter begins with the necessity and significance of developing EFL learner's cross-cultural communicative competence and describes the present situation of culture teaching in the teaching of English language in China. Chapter two is the rationale for culture, intercultural communication and cross-culture awareness. Chapter three concerns the pragmatic failures which Chinese students of English are prone to invite in cross-cultural communication. The benefits of overcoming linguistic and cultural barriers are discussed at the end of this chapter. Chapter four is about implications for the teaching of English language in China.To sum up, the thesis focuses on the research question"How to improve students ICC in FLT". Centered around this question, the definition of ICC, the relationship between language and culture, how to incorporate teaching into language teaching so as to improve students'ICC are discussed.