摘要
Promoting intercultural competence is an important objective in foreign language education. The main purpose of the study was to examine the effects of incorporating "noticing, comparing, reflecting, and interacting" teaching model in English-as-a-foreign-language (EFL) classroom. Data were collected from students’ reflective writing reports and semi-structured interviews. The analysis of the data revealed that this teaching practice could serve as an effective tool to develop students’ intercultural competence, particularly regarding intercultural knowledge, attitudes, and awareness.
