| With the rapid development of economy, politics, business and culture, interculturalcommunication occurs frequently in people’s study, work and lives. English as a world-wide-usedlanguage, has become one of the most powerful tools in realizing people’s communication. Butdifferent cultural backgrounds of people form different behavioral habits, even influence theirvalues and thinking modes. In order to achieve better exchanges between individuals and groups,it is significant for teachers to focus on intercultural-education in college English teaching.This study aims to investigate the situation of intercultural-education in college-Englishteaching at Independent colleges, choosing S college as a case study, and getting sufficientfirst-hand information through investigation. In order to ensure the respectiveness andeffectiveness of the research data, researcher invited31full-time English teachers ofRequired-course Department and randomly chose73students in S college as research subject,getting sufficient data from literature analysis, questionnaire, and interviews. Based on the aboveresearch data, researcher further investigated intercultural-education status by using statisticalanalysis method from three perspectives: the action of teachers, students and school, and then putforward feasible proposals. The result shows that it is not optimistic in teachers’ conductingintercultural-education in English teaching. They failed to unify their thinks and action. Mainfactors are: Firstly, teachers lack of pedagogic knowledge and intercultural-education ability.Secondly, teachers’ teaching methods are relatively deficient. Thirdly, students’ interculturalattitudes are inappropriate. Fourthly, the financial support of school is insufficient. And fifthly,school did not emphasize on the academic development of teachers.According to analysing these factors, researcher put forward suggestions from four levelsto strengthen intercultural-education practice in English teaching. |
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