A Study On Junior High School Students' Intercultural Communicative Competence Under The New English Curriculum Reform

English as a world language has greatly enhanced the communication in politics,economics and culture.Also it has accelerated the speed of globalization.The demand for people who have intercultural communicative competence(ICC)is becoming more and more urgent.However,English teaching in China pays more attention to the written examination and neglects the use of language.This has a huge negative influence on cultivating students' intercultural communicative competence and leads to communicative failure,although students have learned English for years.As a language,the aim of learning English is to use English to send and receive information.In recent years,our country is putting the curriculum reform into practice,thus more and more people have been aware of the importance of intercultural communicative competence.Therefore,many researchers at home and aboard have conducted theoretical and practice research on intercultural communicative competence.However,majority of the studies are concerned with the university students.Fewer of them care about cultivating middle students' intercultural communicative competence.This research confirms the tripartite mode of intercultural communicative competence as the leading theory and accompanied with other investigations to explore the following problems:What are the current situations of students' ICC?What's the difference between students in ICC?Are there any chances for students to cultivate their ICC?The research uses SPSS21.0 software to analyze the date and obtains the following findings: The research finds out that there are serious problems in teachers' understanding of ICC.The research also finds out that the students are unclear about learning aims.Their perception of culture learning are fuzzy and their self-learning abilities.are weak.These problems lead to students' low ICC.Aiming at theseproblems,the research analyses the causes from two aspects of foreign language teaching and development of ICC,and finds out that to the fuzzy teaching ideas,unclear teaching objectives,the imbalance of intercultural content,the insufficient resources in the teaching environment and the influence of exam-oriented education in China and the cultural differences between China and the West are the main causes for the students' poor intercultural communicative competence.