英语论文网

ICC in the cognitive dimension, affective dimension and operationaldimension respectively as well as problems and their coping strategies, offeringanswers to the research questions.

4.1 Teaching strategies employed in cultivating ICC in the cognitive dimension
Cognitive competence reflects the capacity to identify and understand messagesin different situations of interaction with the environment (Kim, 2001, p.100). In thissection, the teaching strategies of developing ICC in the cognitive dimension will bediscussed.One of the most salient factors of cognition in cross-cultural environment isknowledge of the host language. Knowledge of target language entails not onlylinguistic knowledge such as phonetics, syntax, and vocabulary but also pragmaticknowledge about the daily use of language (Kim, 2001, p.100). In the following, theteaching strategies employed in cultivating linguistic knowledge as well as pragmaticknowledge will be introduced.
........

CONCLUSION

In the previous chapters, the introduction, the literature review and the researchmethodology were presented. In chapter four, the results of the investigation werediscussed systematically. In this chapter, the major findings, the implications and thelimitations of this research will be shown. And the suggestions for further researchwill be demonstrated.The research studied the cultivation of ICC through courses based on culturalcontents for English majors. It highlighted the teaching strategies and problems indeveloping students’ ICC in the cognitive, affective and operational dimensions. Themajor findings of the research are as follows:In terms of the cognitive dimension, firstly, teachers adopted the analyticteaching strategies of explaining linguistic knowledge in textbooks, extendinglinguistic knowledge beyond textbooks, practicing linguistic knowledge andexperiential teaching strategy of organizing student-centered activities to cultivatestudents’ knowledge of communication system. Secondly, teachers adopted theanalytic teaching strategies of imparting cultural knowledge of the textbooks, addingcultural knowledge outside textbooks and experiential teaching strategy of simulatingintercultural situations to cultivate students’ cultural understanding. Thirdly, teachersadopted the analytic teaching strategies of comparing different cultures, presentingcultures from multiple perspectives and experiential teaching strategy of organizingcritical-thinking activities to cultivate students’ cognitive complexity.
.........
Reference documents (omitted) 
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。