| In the age of globalization,intercultural communication has become a part of our life.Since the Belt and Road strategy has been proposed and implemented,the demand for Chinese people with intercultural communicative competence(ICC)is sure to grow.Therefore,the development of ICC should be one of the most important objectives of educating English majors.This study is to probe teaching strategies employed in the development of ICC through courses based on cultural contents and the problems existent in the cognitive,affective and operational dimensions.With classroom observations and interviews as instruments for data collection,a qualitative research design was employed.Interviews were carried out with 18 teachers who had more than three years' teaching experience of courses based on culture and 24 students who had studied culture-based courses.Half of the teachers were selected and observed.Analysis of the data collected generated the following findings.Firstly,in the cognitive dimension,teachers adopted teaching strategies of explaining and extending linguistic and cultural knowledge,comparing different cultures,organizing critical-thinking activities,etc.Secondly,in the affective dimension,teachers adopted teaching strategies of explaining importance of ICC,analyzing reasons for cultural phenomena,appreciating cultural products with multimedia resources,analyzing intercultural cases,designing original activities to stimulate students' interest.Thirdly,in the operational dimension,teachers adopted teaching strategies of giving practical advice via personal and natives' experiences,explaining notable matters of communicating with natives and offering intercultural communicative opportunities,etc.Problems,such as giving inadequate chances to practice,allowing limited time to finish tasks,possessing restricted knowledge and thinking,adopting monotonous assessment were identified.Coping strategies of the problems were proposed accordingly. |
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