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1. Literature Review

1.1 Definition of Intercultural Communicative Competence
Referring to intercultural communicative competence, the concept of communicativecompetence (CC for short) cannot be omitted. Communicative competence was initiatedby Dell Hymes (1972) in the mid-1960s. This concept is in accordance with the conceptput forward by Chomsky (1966), linguistic competence. Chomsky used “linguisticcompetence” as the umbrella term to incorporate all the linguistic principles and rulesunderlying a language. Hymes went a step further to broaden the term “competence”. Hebelieved that in communicative competence, the term “competence” refers not only theknowledge, but also the abilities and skills to communicate effectively. However, Hymesonly mentioned this term in the first language teaching. It was Van Ek (1986) who putcommunicative competence in the context of foreign language teaching. He emphasizedon the importance of the sociolinguistic ability in the concept of CC, including socialcommunicating skills. This time the term communicative competence became a crucialterm in English as a foreign language (EFL for short) teaching for several decades.However, with time going by, many scholars began to give a rethink of the termcommunicative competence. They began to find out that previous concepts of CC modeledmostly on native English speakers, ignoring the communication between non-nativespeakers. As a matter of fact, English, as a lingua franca all over the world, is serving asan international communication tool. The communication across cultures “involves bothnative-nonnative and nonnative-nonnative discourse participants” (Alptekin, 2002). Thisfinding made a breakthrough in the foreign language teaching filed, and the term ICCemerged.
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1.2 Models of Intercultural Communicative Competence
“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.GudyKunst (1998, 2002) looked intercultural communicative competence from twomain causes: superficial cause and basic cause. His approach can be summarized asanxiety and uncertainty management theory. We can say that Gudykusnst’s theory on ICCbroke a new ground for the later researchers. Then, Ting-Toomey (1993) put forwardanother ICC model from identity negotiation perspective. His approach aimed to assessthe behavioral aspect in ICC. These two scholars’ ICC models laid theoretical foundationto the understanding of ICC components. However, their models were not put intopractical usage.Later scholars study intercultural communicative competence from differentperspectives. Martin and Hammer (1989) researched on intercultural communicativecompetence from the perspective of social skills. Wiseman (1989) and a group ofresearchers grouped intercultural communicative competence from the knowledge of thehost culture and attitude towards the other culture. His theory contained three perspectivesof intercultural communicative competence: cognitive perspective, affective perspectiveand conative perspective. His approach of definition emphasized on culture comparison,providing a relatively new way to look at ICC. Besides, this kind of ICC componentclassification is similar w本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。