An Action Research On The Cultivation Of Middle School Students’ Intercultural Communication Competence From The Perspective Of English Discipline Core Literacy

Since the core literacy was proposed,experts and scholars have made more and more in-depth research in this field.Then,core literacy is subdivided from the standard of discipline.The core English literacy includes four aspects: Language ability;cultural awareness;learning ability;quality of thinking.According to the curriculum standard,junior high school English teaching should pay attention to the similarities and differences of Chinese and foreign cultures and make comparisons.There are differences between Chinese and western cultures.If you don’t understand the culture of western countries,misunderstandings will occur in the communication,which will lead to communication obstacles.However,for most junior high school students today,especially junior high school students in counties and towns,they have accumulated certain cultural knowledge after studying at school,but few of them have a pure intercultural communication environment,and their intercultural awareness is weak and their intercultural communication skills are not strong.Therefore,today junior high school students are generally not strong in intercultural communication ability.The focus of this paper is to explore the cultivation of intercultural communicative competence of junior high school students from the perspective of discipline core accomplishment.In order to understand the overall situation of the cultivation of intercultural communication ability of junior high school students,the author conducted a questionnaire survey on 136 students in Grade 8(Class 3)and grade 8(Class 8)of Maguan middle school in Chongqing.The results show that: the school lacks a good environment for cross-cultural communication,students still have certain knowledge of cross-cultural communication,on the other hand,students learn very little about culture.Moreover,the students in this school are very lack of intercultural communication skills.It can be said that the students in this school are not very good at it.Therefore,on the whole,the second year students’ intercultural communication ability is not strong.Since then,in order to explore the factors of insufficient cultivation of intercultural communication ability,the author selected 10 students from each of the two classes and interviewed 5 English teachers of Grade 8.According to the interview contents of teachers and students,we can summarize three factors that affect the intercultural communication ability of junior high school students: firstly,the school:The school can’t create a more real atmosphere of communication situation and environment;The promotion of oral test is not comprehensive.Secondly,the teachers: Teachers’ teaching methods are mainly exam oriented;Teachers’ teaching mode is unitary;Teachers do not pay attention to oral teaching.Thirdly,students are not confident in oral English.In view of these problems,this paper conducted three rounds of action research,This paper is based on the constructive learning theory,infiltration teaching method and cross-cultural communication ability theory,from the perspective of cultural awareness of the English discipline Core Literacy,taking the middle school English curriculum standard as the theoretical framework to design the teaching plan,then class and modify the plan,and summarize the training strategies.Before the first class,the students in the experimental class were tested with the scale of intercultural communication competence,and then,after the third class,students in the experimental class were tested again on the scale of intercultural communication competence.By comparing the two test data,it is found that the experimental class students’ awareness of cross-cultural communication has been improved to a certain extent,the experimental class students’ cross-cultural communication skills have been improved to a certain extent,and they pay more attention to the dexterity of communication.Intercultural communication ability has been improved to a certain extent,which also improves students’ interest in English learning.After three rounds of actions,the following strategies for cultivating intercultural communication competence are finally summarized.Firstly,Principles of intercultural teaching: Enrich intercultural teaching resources;Create a good intercultural language environment;Design intercultural teaching activities;skillfully integrate into the teaching of intercultural consciousness and emotion.Secondly,Intercultural teaching methods: Inquiry learning method;Scaffold learning method;Situation teaching method;Cooperative learning method;Comparative teaching method.Thirdly,Intercultural teaching: Cultivate intercultural awareness;Teaching intercultural knowledge;Design intercultural communication tasks and create problem scenarios;To evaluate,summarize and reflect on the intercultural communication behaviors and processes of communicators;Adjusting inappropriate intercultural communication behaviors of communicators.Fourthly,Intercultural teaching activities: The first part is preparation before class,Which including pre-class learning of intercultural materials and group discussion to solve problems.The second part is classroom activities,which including multiple modal inputs of cross-cultural knowledge,classroom discussion of cross-cultural issues and intercultural communication assignments.The third part is after-class activities,which including the understanding of students’ intercultural knowledge learning,the examination of intercultural communication homework,the organization of English corner activities and the modification of the teaching plans for the cultivation of intercultural communication competence.