erance of culturaldifferences and flexibility to deal with cultural differences.Some scholars air other opinions on ICC. Ruben (1989, p.233) believes that ICChighlights the ability to complete communication, including the ability to establishand maintain positive relationships with people from different cultures, the ability tominimize mistakes in terms of passing information to people from different culturesand the ability to reach a consensus with people from different cultures. Meyer (1991,p.137) describes ICC as the ability to flexibly deal with distinguishing domesticbehaviors, attitudes and expectations from other cultures. Bi (1998, pp.10-24) holdsthat ICC is a comprehensive capacity, involving verbal competence, non-verbalcompetence, intercultural understanding competence and adaptive competence ofintercultural communication.
...........
2.2 Courses based on cultural contents
According to Syllabus (Advisory Board, 2000, p.2), the curricula of Englishmajors are categorized into courses on English skills, disciplinary knowledge andrelevant disciplinary knowledge. Among them, the courses of disciplinary knowledgeare subdivided into linguistic courses, literature courses and cultural courses. Relevantdisciplinary knowledge covers many subjects, such as diplomacy, foreign affairs,economics, trade, law, politics, military, news, technology and other aspects, whichcan be determined by specific schools. Some of the cultural curricula are listed inTable 2.2.With the development of modern society, English majors are confronted withgreat challenges. The National Standard of Teaching Quality for Undergraduates ofEnglish Majors (“National Standard” in brief hereafter) stipulates the teachingrequirement that “be based on content and highlight the integration of content andlanguage” (Advisory Board, 2014, p.2).
...........
CHAPTER THREE RESEARCH MEGHODOLOGY.............. 22
3.1 Research questions............22
3.2 Qualitative research design.......... 22
3.3 Participants.............23
3.4 Instruments.............24
3.5 Data collection and analysis.........26
3.6 Validity and reliability.......27
CHAPTER FOUR RESULTS AND DISCUSSION........29
4.1 Teaching strategies employed in cultivating ICC in the cognitive dimension......29
4.2 Teaching strategies employed in cultivating ICC in the affectivedimension.......39
4.3 Teaching strategies employed in cultivating ICC in the operational dimension.....44
4.4 Problems in cultivating ICC and their coping strategies..........50
CHAPTER FIVE CONCLUSION.............59
5.1 Major findings........59
5.2 Implications............60
5.3 Limitations............. 61
5.4 Recommendations for future research.... 61
CHAPTER FOURRESULTS AND DISCUSSION
In Chapter Three, the research questions were presented first, and then thequalitative design of this study was described. After that, the participants andinstruments of the research were introduced, which was followed by the description ofhow the researcher collected and analyzed the data to ensure the validity andreliability. This chapter will show the results with discussions in terms of the teachingstrategies and problems in developing ICC through courses based on cultural contents.The whole chapter is divided into four main sections, teaching strategies employed incultivating
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。