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　　1.1 Background of the study研究背景
　随着全球化的发展,世界不断萎缩。来自不同文化背景的人之间的互动是比以前更频繁。人已经清楚地意识到的重要性和紧迫性,并对跨文化交际能力。With the development of globalization, the world is ceaselessly shrinking. Theinteraction between people from different cultures is more frequent than ever before.People have been clearly aware of the importance and necessity of interculturalcommunication. Hence, intercultural communication is undergoing its blossom.Cultivating and improving intercultural communication competence is of greatsignificance. An increasing number of scholars take interest in InterculturalCommunication Competence (ICC). Splitzberg (1994) presents that ICC can be definedas the competence people from different cultures can communicate with each othersuccessfully in a given context. Chen and Starosta (1996) developed a model ofintercultural communication. They hold that intercultural communication competence isan integrative concept which is composed of three aspects:https://www.51lunwen.org/culture/ intercultural awareness,intercultural sensitivity and intercultural adroitness. They are respectively the cognitive,affective and behavioral aspect of ICC.Currently, it is commonly accepted that cultivating and improving interculturalcommunication competence has been a core objective of foreign language teaching inChina. However, the teaching fruit is far from being satisfactory. Zhang Hongling (2007)concludes that culture teaching and cultivating of ICC for college students are still at theinitial stage of foreign language teaching and not recognized widely. Therefore, it ishigh time that teachers attached more importance to how to foster the ICC of students.Furthermore, Wiseman (1989) demonstrates that intercultural communicationcompetence and awareness of cultures are positively correlated. The enhancement ofone’s intercultural sensitivity will contribute to the improvement of one’s interculturalcommunication competence. Thus, as an indispensable component of ICC, interculturalsensitivity plays an important role in the improvement of ICC. Guo-Ming Chen andStarosta (1997) conceptualize intercultural sensitivity as a person’s ability to motivateone’s own subjective willingness to understand, appreciate and accept culturaldifferences. Bennett and other psychologists (1993) propose the Development Model ofIntercultural Sensitivity, in which they hold that ICS is an organized or constructivetendency to cultural differences, and it is a continuum from ethnocentrism toethnorelativism. In addition, some empirical researches concerning interculturalsensitivity have been conducted by scholars at home and abroad. Guo-Ming Chen andStarosta (2000) designed the Intercultural Sensitivity Scale, providing an effectiveinstrument for the empirical studies of ICS. In China, Peng shiyong (2006) discussedthe nationality and occupation’s impacts on ICS.Therefore, we can conclude that how to cultivate students’ interculturalcommunication competence is a significant part of foreign language teaching, but it isstill in an exploratory stage. Meanwhile, developing students’ intercultural sensitivitywill redound to the improvement of their intercultural communication competence.Under this circumstance, the author conducts the following empirical study.
　　

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