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p; 4.2.2 Sentence Structure and Culture.......... 46-48
        4.2.3 Vocabulary and Culture ..........48-50
    4.3 Interactive Model Employed in Teaching Reading.......... 50-51
    4.4 Suggestions for Teaching EFL Reading..........51-57
        4.4.1 EFL Reading and Intercultural Attitude.......... 52-53
        4.4.2 EFL Reading and Intercultural Awareness ..........53-55
        4.4.3 EFL Reading and Intercultural Communication Skills ..........55-57
Chapter Five Conclusion.......... 57-61
    5.1 Major Findings and Pedagogical Implications.......... 57-59
        5.1.1 Requirements for the Teacher.......... 57-58
        5.1.2 Requirements for the Learners.......... 58-59
    5.2 Limitations..........59
5.3 Concluding Remarks.......... 59-61

Conclusion

The sample in the investigation above is small, which may not completelyrepresent the whole population of university students of non-English major. Besides,since the sample quantity is limited, the conclusion and suggestions may not bepersuasive enough or easily generalized. Still, the student respondents are differentfrom each other and they may not be at the same English level. Some studentsbehaved actively in participating in the survey while some others were not so active oreven reluctant to take part in the study which may not really report what they think. Inaddition, the questions in the survey are not enough and the investigation time is notlong enough, either. If more time is permitted and more respondents are engaged inthe study, it will be more reliable. Moreover, this paper only represents the author’sown understanding because of her limited knowledge and the complexity inimproving the learners’ intercultural communication competence through teachingreading. In sum, there is still a long way to go to foster and improve the universitystudents’ intercultural communication competence.
In order to cater to the requirements of globalization and ever-changing society,College English teachers, especially in EFL reading area, should attach moreimportance to the students’ intercultural communication competence. Quality-orientedEducation is advocated everywhere but teachers still focus on the results of theexamination, the phenomenon of which should be changed. It is suggested thatCollege English teachers need systematic training in improving both their own and thestudents’ intercultural communication competence from three dimensions —intercultural attitude, awareness and communication skills. With good interculturalcommunication competence, the teacher can better combine the theories in teachingEFL reading with cultural teaching and further design efficient class activities inteaching EFL reading such as watching videos, role-playing, discussion, doingextensive reading, etc., which has been discussed in Chapter Four, to foster the students’ intercultural communication competence more conveniently. This thesisoffers English teachers some suggestions about how to enhance university students’intercultural communication competence and reading comprehension ability, andmeet the ul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。