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3.3.1 Questionnaire.....18
3.3.2 Test ....19
3.4 Data Collection .......19
3.5 Method of Analysis ....20
4 Data Analysis and Discussion .......21
4.1 The Status Quo of English Major Students’ ICS....21
Independent College English Major Students...... 37
4.3 The Relationships among the Five Factors of ICS of English Majors...... 39
4.4 Discussion ...... 44
5 Conclusion ..... 49
5.1 Major Findings of the Study ...... 49
5.2 Strategies to Cultivate ICC .... 49
5.3 Limitations of the Study..... 55
5.4 Suggestions for Further Research ...... 56

4 Data Analysis and Discussion

4.1 The Status Quo of English Major Students’ ICS
This part answers the question proposed in Chapter Three, namely, what the ICS’slevel of English major students of key university is like. Table 4.1 illustrates the descriptivestatistics of ICS of English major students of key university. As is shown in the above table, the highest score of ISS of key university Englishmajor students is 107 and the lowest score is 69. The mean score of ISS of key universityEnglish majors is 86.57. Among the five factors of ICS, the mean of Interaction Engagementof key university English major students is 25.01, which is the highest one, and followed bythe mean of Respect for Cultural Differences (24.71) and Interaction Confidence (15.34) aswell as Interaction Enjoyment (10.96), and the lowest one is the mean of InteractionAttentiveness (10.56).

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Conclusion

From the previous analysis and studies, we can draw conclusions on some majorfindings. First, the level of ICS of key university English majors is higher than that ofindependent college and there is no significant difference on the overall level. Among the fivefactors of ICS, there is no significant difference on Interaction Confidence, InteractionEngagement and Interaction Attentiveness. As for Interaction Engagement and Respect forCultural Differences, key university English major is higher than that of independent collegeEnglish majors. Secondly, in terms of English majors of both key university and independentcollege students, their TEM-4 scores are positively correlated with their levels of ICS. As forEnglish majors of key university, TEM-4 score has no effect on their ICS level, while amongthe five factors of ICS, TEM-4 score can influence their Interaction Attentiveness. Besides,for English majors of independent college, TEM-4 score also has no effect on their ICS level,while among the five factors of ICS, TEM-4 score can influence their Respect for CulturalDifferences. Thirdly, the correlation among the five factors of ICS is different, and therelationship among the five factors of ICS can be reflected by the differences in the level ofICS of English majors of key university and independent college.
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Reference (omitted)

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