A Study On The Correlation Between English Intercultural Sensitivity And Intercultural Communication Competence Among Senior High School Students

Intercultural sensitivity refers to the ability of students to understand and accept different cultures in a positive attitude.Intercultural communication competence refers to students’ ability to communicate with people from different cultural backgrounds effectively and successfully.Relevant research shows that: intercultural sensitivity is closely related to intercultural communication competence.Therefore,exploring the students’ English intercultural sensitivity and English intercultural communication competence is very necessary.Through the questionnaire survey and interview of 885 high school students in Bouyei and Miao Autonomous Prefecture of Qiannan,this study explores the current situation of English intercultural sensitivity and English intercultural communication competence of senior high school students and investigate the relationship between the two,then explores how to improve students ability to learn and use English.This research mainly around the following four aspects to discuss:(1)The current situation of senior high school students’ English intercultural sensitivity.(2)The current situation of senior high school students’ English intercultural communication competence.(3)The correlation between senior high school students’ English intercultural sensitivity and English intercultural communicative competence.(4)The other factors that affect senior high school students’ English intercultural communicative competence.According to Descriptive Statistics,Correlation Analysis and Multiple Regression Analysis and Thematic Analysis,the results are as follows:(1)High school students’ English intercultural sensitivity is at high levels.Among the four dimensions of Open-mindedness,Cultural Contrast,Respect for Cultural Differences and Empathy,the Respect for Cultural Differences is at the highest level.The reason is that in the process of learning foreign cultures independently,students have learned the importance of respecting different cultures.Cultural Contrast is at the lowest level.The reason may be that students do not have sufficient cultural knowledge.(2)High school students’ English intercultural communication competence is at the middle level.Among the four dimensions of Knowledge,Attitude,Awareness,and Skills,the Attitude is at the highest level.The reason is that students believe that facing different cultures with a positive attitude is conducive to making friends with foreigners,which is conducive to their development.Knowledge is at the lowest level,the reason may be that students have less direct contact with Western culture,and teachers do not pay much attention to cultural teaching.(3)There is a significant positive correlation between senior high school students’ English intercultural sensitivity and English intercultural communication competence.Cultural Contrast is the best predictor of students’ English intercultural communication competence.The reason is that the amount of students’ cultural knowledge affects whether students can make cultural contrast,and cultural knowledge is a part of intercultural communication competence.(4)High school students’ intercultural contact,oral communicative competence and personality will affect their intercultural communication competence.From the perspective of intercultural contact,most students contact other cultural by indirect contact,which leads students to have fewer opportunities to contact foreigners or foreign cultures directly.From the perspective of oral communicative competence,students with higher oral competence are more confident in intercultural communication than students with weaker oral competence.In terms of personality,introverted students have less willing to have intercultural communication than extroverted students.This study mainly has three implications:(1)Teachers should strengthen cultural teaching.To strengthen cultural teaching requires teachers to change traditional teaching methods,explain the differences between Chinese and foreign cultures to students,and attach importance to the transmission of high-cultural knowledge.(2)Teachers should create a cultural atmosphere.Creating a cultural atmosphere includes two aspects,one is schools should carry out relevant cultural activities,and the other is that teachers design topics that meet students’ interests.(3)Teachers should cultivate students’ cultural awareness.To cultivate students’ cultural awareness,teachers are required to use intuitive teaching methods,and students are also required to do a lot of reading after class.