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摘要：“Once a definition has been agreed upon, experts will have to decide what thecomponents of the definition are, so that they can then be measured” (Lapointe, 1994). Inthis part, the models and frameworks of intercultural communicative competence arediscussed.

ith the theory of Spitzberg & Cupach’s (1984). To summarize,among the ICC model which contains three dimensions, there emerged a generally unifiedand similar model containing three aspects: cognitive aspect, affective aspect andbehavioral aspect. So it is not difficult to conclude that these three aspects have won wideacceptation in the ICC academic circles. However, fewer of these ICC models have beenused on English as a foreign language (EFL for short) teaching, thus lacking reliability andvalidity when being applied as the ICC model in the context of EFL. Due to this reason,this thesis paper will not use such kind of ICC models. Nonetheless, Byram’s model whichcontained four dimensions fills this gap in the research in the EFL field.
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2. Methodology

2.1 Research Questions
This thesis paper will answer the following three questions:
1) What is the ICC status quo of Chinese university students who have receivedintercultural training and those who have not?
2) Is there any ICC difference between the Chinese university students who havereceived intercultural training and those who have not?
3) If the ICC difference between the trained students and untrained students issignificant, what are they? If not, what are the possible causes for that?
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2.2 Subjects
The subjects are composed of 239 students coming from Huazhong University ofScience and Technology (HUST). There are 200 males and 39 females all together. Thesubjects are all in the second grade, mostly from science and engineering background. Toavoid the interference of other factors, the participants are required to be in the same gradewhen collecting data. Sophomores in HUST attend intercultural classes, thus choosingthem as the subjects. In this survey, being in the same grade also guarantees similarEnglish proficiency level. The subjects invited are all required to pass CET 4. This isbecause most of the intercultural classes are conducted in both English and Chinese, withEnglish more prevailing. Having good English proficiency level is the first step tounderstand the teachers’ teaching content. Furthermore, the language cannot be talkedabout without the culture involved. Sapir-Whorf Hypothesis is a good argument for this,language relativism (Hoijer, 1954). The target language has close relationship with thetarget culture, to some extent. Therefore, the English proficiency should be controlled atthe same level. In this study, subjects’ English levels are controlled at the CET 4 level,excluding those who do not pass CET 4 and those who pass both CET 4 and CET 6.Participants who are not sophomores are excluded in the analysis. The participants haveboth arts academic background and science academic background. This selection ofparticipants is in accordance with the first research question, which is intended toinvestigate the ICC status quo of Chinese university students.
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2. Methodology......... 25
2.1 Research Questions......... 25
2.2 Subjects ......... 25
2.3 Instruments.... 27
2.4 Procedures..... 29
3. Results and Discussion .... 31
3.1 ICC Status Quo of the Trained Students..... 31
3.2 ICC Comparisons between the Trained Students........ 32
3.3 Possible Causes for the Insignificant ICC Difference.... 44

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