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he learningprocess. As is known to us all, to be sensitive to cultural differences and be good atintercultural interacts is insufficient, being the direct and radical reason for the aimless foreignlanguage teaching and inefficient personal training. For the purpose that to find out thepractial methods to enhance learners’ abiltiy of interacting with other people from differentcultural background, the author strives to explore the current situation of the non-Englishmajors' intercultural sensitivity.
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2 Literature Review

2.1 Intercultural Communicative Competence
In that intercultural communicative competence in the changing world tend to be moreand more important, being the key point of intercultural communicative competence,intercultural sensitivity is essential element for a competent communicator to manage. The second language teaching was affected by Hymes' s opinion on the basis ofcompetence.As far as Chomsky's view of language, Hymes thinks that it is not suitable to explain theability which speakers have to comprehend what should be done appropriately, the materialand cultural background where they may appear. From the above, we can get that in allusionto Chomsky's communication capabilities, Hymes's communicative competence consists offour aspects.Based on above, Canale and Swain (1980:30) came up with a mode of communicationcompetence, as is a more powerful mode of communication skill reflect the utilization of thecommunicative system; while textual competence and strategic competence refer to functionalareas of communication. Instead of focusing on the competence of the native speakers likeChomsky and Hymes, Canale and Swain emphasizes the competence of non-native speakersand learners. Therefore, on the basis of this theory, learning a foreign language is greatlyimproved and affected, and at the same the theory has been used for a long period of time.
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2.2 Intercultural Sensitivity
According to Chen & Starosta (1998), ICC is comprised of three dimensions:interculturalawareness, intercultural sensitivity, and intercultural adroitness. Bhawuk and Brislin (1992)have also pointed out that cross-cultural sensitivity is a crucial variable in situations whichcall for interaction with people from cultures. ICS enables people to achieve a multiculturalmind-set and motivate them to communicate with different culture groups. With the toleranceand appreciation of culture differences, they are willing to modify their behavior to show theirrespect and act appropriately in intercultural communication. Thus ICS is the first step toachieve successful intercultural communication.Bennett (2004) also states, “successful intercultural communications involves being ableto see a culturally different person as complex as one’s self (person-centered) and being ableto take a culturally different perspective. Thus, greater intercultural sensitivity creates thepotential to increase intercultural competence”.According to Bhawuk & Brislin (1992), ICS is considered as an attitudinal forerunner tosuccessful intercultural encounters and a predictor of ICC. ICC is a complex concept andthere is a wide range of variables in it, so it isimperative to locate the key factor that cancultivate ICC. ICS is the essential component of ICC and according to Chen (1997) it is theprerequisite for effective intercult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。