ENGLISH LANGUAGE TEACHINGIN CROSS-CULTURAL CONTEXTS

跨文化语境下的英语教学(英文)

Improving learners' intercultural communicativecompetence has been acknowledged to be the major goal ofcurrent English Language Teaching (ELT) in China. Yet, noconsensus has been reached even today on the definition ofIntercultural Communicative Competence (ICC). The author ofthis paper proposes her understanding of ICC and points out tha tthe key element of fostering our learners' ICC lies in improvingtheir social-cultural competence, towards which three feasiblesteps are further illustrated : getting an inside view of the targetculture; getting an outside view of the native culture; seeking athird perspective. Improving learners' intercultural communicativecompetence has been acknowledged to be the major goal ofcurrent English Language Teaching in China. Whatintercultural communicative competence is and how this may beachieved by our English learners have become issues of majorconcern. Addressing these issues, this paper proposes possiblesolutions to the problem.

Improving learners' intercultural communicative competence has been acknowledged to be the major goal of current English Language Teaching (ELT) in China. Yet, no consensus has been reached even totay on the definition of Intercultural Communicative Competence (ICC). The author of this paper proposes her understanding of lCC and points out that the key element of fostering our learners' ICC lies in improving their social-cultural competence, towards which three feasible steps are further illustrated: getting an inside view of the target culture; getting an outside view of the native culture; seeking a third perspective.