Cultivation Of Cross-cultural Communicative Competence In Chinese Secondary School English Teaching

The thesis is designed to equip the readers with general lore in the study ofacquiring intercultural communicative competence in Chinese secondary schoolEnglish teaching. A new discipline known as "intercultural communication" has beenpromoted since the late 1970s. For the first time cultural awareness and interculturalcommunication has been prescribed in the new Criteria of English Course forNational Elementary Education, which was issued in 2001. So interculturalcommunication has become a noticeable issue in English language teaching eversince. The traditional English teaching is characterized by emphasizing linguisticknowledge. It regards words, sentences and grammar as the dominant factors andseparates language from culture. And the intercultural communicative competence ispainful in Chinese secondary schools. To cultivate the students' interculturalcommunicative competence, many concrete methods were mentioned in this thesis.The thesis is made up of four chapters:Chapter One discusses the previous theories and practice in developing learners'intercultural communicative competence at home and abroad, which may enable us toknow more clearly what has been done and what we are going to do.Chapter Two analyzes the relationship among culture, interculturalcommunication and foreign language teaching, which provides the theoretical basisfor our discussion of cultivation of Intercultural Communicative Competence ( ICC )in Chapter Four. Chapter Three is an investigation of the current situation of Chinese learners ofEnglish in secondary schools in terms of their intercultural communicativecompetence. Through the tests of language competence and intercultural competence,we can get information about the current English language teaching situation inChinese secondary schools, which will serve as very important information for ourdiscussion of how to develop learners' ICC in Chinese secondary schools in ChapterFour.Chapter Four is the central part of the thesis, which discusses how to fosterChinese secondary school students' cross-cultural communicative competence inteaching English as a foreign language, and where suggestions are made.