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2.2 Intercultural English Language Education
English as an international language is a very important tool for people fromdifferent places of the world to communicate, and it is one of the most popular majorsset in Chinese tertiary education. In the big context of globalization, it is necessary tomeet the requirement of preparing Chinese students for the challenges of interculturalcommunicating with people from other cultures or countries. Interculturalcommunication indeed is motivated by a complex structure of international politics,economy and ideology, and it is also constrained by this structure. Therefore, to enhancethe alertness, criticality, critical ability and coping capacity is quite significant.Apparently, all these abilities are supposed to be cultivated in Chinese English teachingand educating. The turn to take the advantage of intercultural communicative competence in ELTbegan in 1990s in China. Though the approaches to ELT has been a lot and they allfocus on teaching effectively and efficiently, their different teaching methods and goalscannot satisfy the dynamic needs and adapt to the social environment in all ages. Duringthe period of 1970s to 1980s, the communicative language teaching approach wasprevailing all over the world that it emphasizes the cultivation and development ofstudents' language applying competence and the communication as well as interactionbetween learning one target language in its context. This way of teaching was soonfound 'incapable of addressing the complexities of English language teaching andlearning at the interface of language, communication and culture in an increasinglymulticulturalized world of diversity and interdependence (Song Li, 2008)' In order toaccomplish this new target, the intercultural approach to ELT took the first step from theinner circle countries by the more intercultural-minded scholars in the fields(ZhangHongling, 1999，2007).
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Chapter 3 Cognition of Current Chinese English........36
3.1 Research Methodology .....36
3.1.1 Research Design ....36
3.1.2 Participants ......41
3.2 Data Collection.....42
3.3 Data Analysis........46
3.3.1 Statistical Analysis .......46
3.3.2 Content Analysis ....52
3.4 Major Findings .....55
Chapter 4 Critical Language-Cultural Awareness as a Practical ......58
4.1 Criticality and Intercultural Citizenship ....58
4.1.1 Criticality in Intercultural Citizenship Education .........58
4.1.2 English Language Education and ICE........61
4.2 Critical Language-Cultural Awareness .....63
4.2.1 Inseparability of Language and culture ......63
4.2.2 Critical language-cultural awareness....65
4.3 Intercultural Citizenship Education through Critical......70
Chapter 5 Conclusion .........77

Chapter 4 Critical Language-Cultural Awarenessas a Practical Approach to Intercultural CitizenshipEducation

4.1 Criticality and Intercultural Citizenship
China as a developing country advocates a mutual understanding and a harmoniouscooperation with the outside countries in the present multi-cultural world. This requiresChinese people to possess a dynamic view and critical awareness of their own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。