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l strategic competence are also not very high. However, their interactionskills to communicate with others from different cultures are relatively high from theperspective of mean. Meanwhile, students’ attitudes to get more knowledge about theintercultural communicative competence are also high. That is to say, students have agood perception to acquire the knowledge to cultivate their intercultural awarenessand communicative competence.

Secondly, it is about the findings of students’ intercultural communicativecompetence under the guidance of the ESA Teaching Model. As the tests’ results arepresented, the inspections of the two groups means there is no significant difference inintercultural communicative competence between EC and CC before the experiment.After the application of the ESA Teaching Model, an independent-sample T testshows that the scores in EC are much higher than the scores in CC. So it is concludedthat the ESA Teaching Model is an important factor to affect students’ scores ofintercultural communicative competence. Specifically, in terms of interculturallanguage knowledge, this model had significant effects on students’ language abilityand intercultural knowledge. In regard to intercultural awareness, students’intercultural attitudes have obvious improved. And students’ interaction skills andintercultural strategic competence of intercultural effectiveness were improvedsignificantly.

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