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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-06编辑:lgg点击率:4040
论文字数:36420论文编号:org201406061329059392语种:英语 English地区:中国价格:$ 66
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.
3.1 ICC Status Quo of the Trained Students and the Untrained Students
In this part, the overall status quo of all the students’ intercultural communicativecompetence will be analyzed. The analysis is done in two groups of students. one group isthe experiment group, containing the students who attend intercultural training. The othergroup is the control group, consisting of students who do not attend any interculturaltraining courses. The control group acts as the Reference. In this paper, for the ease ofexplanation, the experiment group is called as trained group; the control group is called asthe untrained group. From Table 4, we get to know that the ICC mean score of two groups is 66.10 (100points as the full mark), indicating a relatively low level of intercultural communicativecompetence. The mean score of the trained group is 67.13, higher than that of theuntrained group whose mean score is 64.93. From the descriptive statistics, we can seethat the ICC score in the trained group is a bit higher.
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Conclusion
Based on a survey on Chinese university students’ intercultural communicativecompetence from the perspective of intercultural training, some significant findings arerevealed:
(1) The ICC status quo of the students who receive intercultural training is notsatisfactory, so is the ICC status quo of the untrained students. Both the trained studentsand the untrained students need substantial ICC improvement.
(2) There is no significant difference of the overall ICC between the trained studentsand untrained students. That is to say, students’ overall ICC does not have anyimprovement after the intercultural training. However, as to the four sub-competences inICC, the trained students show significant difference from the untrained students in the“awareness” competence. That is to say, the students who receive intercultural traininghave better awareness competence, compared to the untrained students. So theintercultural training enhances students’ intercultural awareness competence. The otherthree competences in Byram’s ICC model do not get any improvement by the currentintercultural training in the university. As to the internal construct of students’ ICC, thetrained students show similar construct with those of the untrained students. The“knowledge” competence is the weakest ICC competence in both the trained students andthe untrained students. That is to say, both the trained students and the untrained studentsthink that they lack the intercultural knowledge, compared to the intercultural attitude, theintercultural awareness and the intercultural skill.
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Reference (omitted)