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, acculturation, international culture and businesscommunication, cross-cultural counseling etc. (Arasaratnam, 2003). Whereas ICCresearches in China, conducted by linguists and foreign language educators, mainlyfocus on how to combine intercultural communication with foreign language teaching,with developing and improving the students’ ICC as the ultimate goal. This sectionattempts to present an illustration of the framework of ICC put forward by scholarsfrom abroad and home. Over the decades of initiatives, though abundant literature has developed andmuch research has been done, there is still no agreement upon the definition ofintercultural communication competence. In general terms, intercultural competenceis the ability to communicate effectively in cross-cultural situations and to relateappropriately in a variety of cultural contexts. Gudykunst (1983) has pointed out that effective communication competence should contain cognitive, affective, andbehavioral abilities. From this perspective, ICC is conceptualized as the ability ofindividuals to develop a positive attitude towards the foreign cultural.
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2.2 Intercultural Sensitivity (ICS)
ICS is the emotional and attitudinal level of ICC, which is indispensible andcontributes greatly to successful communication. “The affective aspect is the areawhere the most growth can occur and where gains could have a positive impact forstudents and for society” (Forgues, 2005), “the attitudinal factor is particularlyimportant in intercultural communication” (Byram, 2000).According to Bhawuk and Brislin (1992), intercultural sensitivity is viewed as anattitudinal forerunner to successful intercultural encounters and a predictor of culturalcompetence. Samovar and Portler (2000) emphasized the importance of interculturalsensitivity as “Being sensitive to your surroundings and to other people is one of thehallmarks of a competent intercultural communicator” (p. 286). It is true that ICSsupports intercultural competence or effectiveness in communicating with personsfrom other cultures. The improvement of intercultural sensitivity leads to theimprovement of intercultural competence. The motional capability to be sensitivetowards individuals from a different national culture has been identified to be crucial for competent intercultural interactions.As China’s economy is developing prosperously more and more communicationis made between China and the outside world, to become a successful interculturalcommunicator, one should have high sensitivity toward the cultural diversity, have agood command of intercultural knowledge and have a comprehensive set ofcommunication skills. Therefore, it is quite necessary for the college students,especially for students majoring in international business, to grasp a good knowledgeabout foreign culture and increase their intercultural competence and interculturalsensitivity.
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Chapter Three Empirical Study Review....... 19
3.1 Empirical Studies of ICS Abroad ......19
3.2 Empirical Studies of ICS at Home ....21
Chapter Four Methodology.......24
4.1 Research Questions .......24
4.2 Rational for the Research Methods ........24
4.3 Subjects...........25
4.4 Data Collection Methods ....27
4.4.1 Questionnaire Survey........27
4.4.2 Semi-structured Interview......28
4.5 Data Collection Procedures .....29
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