The framework and cultivating modes of intercultural communication competence for business English majors in vocational colleges： Based on the study of vocational colleges in Guangxi

The teaching objective of vocational business English is not only to improve students＇ English language competence, but also to develop their intercultural communication competence. Based on an analysis of the outcome of a survey on cultivation of English majors＇ intercultural competence among vocational colleges in Guangxi, the paper aims at exploring the framework and cultivating modes of intercultural communication competence for business English majors in vocational colleges.

An investigational study of non-English majors＇ international communication competence and countermeasures

Based on the data collected from the questionnaires, this paper discusses various problems concerning intercultural communication competence the non-English majors at ＂high-leveled, applicationoriented＂ level faced in Shanghai Institute of Technology. Besides, it analyzes the necessity and feasibility in developing intercultural communication competence, and puts forward some constructive suggestions to enhance intercultural communication competence in adult English teaching.

Observed communication between oncologists and patients:A causal model of communication competence

AIM： To investigate and test a causal model derivedfrom previous meta-analytic data of health provider be-haviors and patient satisfaction.METHODS： A literature search was conducted forrelevant manuscripts that met the following criteria：Reported an analysis of provider-patient interaction inthe context of an oncology interview; the study hadto measure at least two of the variables of interest tothe model （provider activity, provider patient-centeredcommunication, provider facilitative communication,patient activity, patient involvement, and patient satis-faction or reduced anxiety）; and the information had tobe reported in a manner that permitted the calculationof a zero-order correlation between at least two of thevariables under consideration. Data were transformedinto correlation coefficients and compiled to producethe correlation matrix used for data analysis. The test of the causal model is a comparison of the expected correlation matrix generated using an Ordinary Least Squares method of estimation. The expected matrix iscompared to the actual matrix of zero order correlation coeffcients. A model is considered a possible ft if the level of deviation is less than expected due to random sampling error as measured by a chi-square statistic. The signifcance of the path coeffcients was tested us-ing a z test. Lastly, the Sobel test provides a test of the level of mediation provided by a variable and provides an estimate of the level of mediation for each connec-tion. Such a test is warranted in models with multiple paths.RESULTS： A test of the original model indicated a lack of ft with the summary data. The largest discrepancy in the model was between the patient satisfaction and the provider patient-centered utterances. The observed correlation was far larger than expected given a medi-ated relationship. The test of a modifed model was un-dertaken to determine possible ft. The corrected model provides a fit to within tolerance as evaluated by the test statistic, χ2 （8, average n = 342） = 10.22. Each of the path coefficients for the model reveals that each one can be considered signifcant, P 〈 0.05. The Sobel test examining the impact of the mediating variables demonstrated that patient involvement is a signifcantmediator in the model, Sobel statistic = 3.56, P 〈 0.05. Patient active was also demonstrated to be a signifcant mediator in the model, Sobel statistic = 4.21, P 〈 0.05. The statistics indicate that patient behavior mediates the relationship between provider behavior and patient satisfaction with the interaction.CONCLUSION： The results demonstrate empirical support for the importance of patient-centered care and satisfy the need for empirical casual support of provider-patient behaviors on health outcomes.

Intercultural Communication Competence Developed by Chinese in Communicating With Malays in Bangka Island, Indonesia

This study aims to explore the cultural identity of Chinese related to their self-perception, their perception of Malays, and their communication with the Malays in Bangka Island, Indonesia, emphasizing the Chinese intercultural communication competence in terms of their self-presentation in business relationships with the Malays. The study employed an interpretive approach, more specifically the symbolic interactionlst and dramaturgical tradition. The researchers focused on intercultural communication experiences and competence as enacted by the 25 Chinese in the area of the research. The study used in-depth interviews with the Chinese as the main method with some observation of the Chinese communication with the Malays. The researchers also interviewed eight Malays as additional subjects of the research to corroborate the research findings. The study found that the Chinese in Bangka Island perceived themselves as open and willing to mingle with the Malays They are hospitable, hardworking, tenacious, frugal, and fond of maintaining long-term relationships. In contrast, in the Chinese view, the Malays are open and willing to mingle with others, obedient to the teachings of Islam, but they are lazy and are keen on being flattered, consumptive, and easily seduced. In terms of their intercultural communication competence, the Chinese are skillful in their self-presentation by employing various verbal and nonverbal tactics to adjust themselves to the interpersonal, group, and business situations where they encounter the Malays in their everyday lives

Improving college non-English majors＇ nonverbal communication competence

Under the widespread view that verbal competence is essential in foreign language acquisition. nonverbal communication has not been given sufficient attention and importance in foreign language teaching in China. In most cases in intercultural interaction, people focus on verbal cues while neglecting those nonverbal messages produced by the bodies and the environment. Such neglect often results in misunderstandings and conflicts because nonverbal communication reveals basic cultural traits from which people are able to gather clues about underlying attitudes and values. So the study of nonverbal communication is an important component to the study of intercultural communication. It deserves due attention in foreign language acquisition. Grounded on the model of cultural learning put forward by Hanvey, the study puts forward a set of feasible suggestions on how to improve intercultural nonverbal communication competence of college non-English majors.

The Concurrent Predictive Validity of the Intercultural Business Communication Competence Scale

This article reports the concurrent predictive validity of a new Intercultural Business Communication Competence Scale(IBCCS)involving three dimensions:cognitive ability about intercultural business communication situation(CB),business English linguistic proficiency(LP),and intercultural business communication motivation(CM).Survey data were collected with 120 Chinese international business practitioners.It was found that the subjects’intercultural business communication competence(IBCC)appeared to predict the three dimensions of job performance(JP):task performance(TP),interpersonal facilitation(IF),and job dedication(JD).In the three facets of IBCC,CM emerged as significant predictor of the three dimensions of JP.The present study provides more validity evidence for the IBCCS and extends the existing research on the relationship between communication competence and JP to intercultural business context.

A Study on Influence of Students'Intercultural Communication Competence in the Application-oriented University through Short-term Overseas Study Tours

Short-term overseas study tours, as a new type of cross-cultural autonomy education in the era of globalization, aims to help students improve their intercultural communication competence through tourism and cultural learning. Many studies' subjects are concentrated on the higher learning institutions. However, few of them are concerned about application-oriented university students' ICC. So the behavior and role of students' ICC in the overseas study tours in 2016 and 2017 in one of the application-oriented universities in Zhejiang province becomes the main focus. It exams from three aspects: intercultural attitudes, knowledge and behaviors. Basically, students benefit a lot from study tours, especially in the aspect of practical communication, among which, they change from shy, inexperienced learners to be brave, confident, and skilled in the tours. Also, considering the problems of host school are existed, the suggestions proposed by participants that practical courses of destination countries had better be arranged for students to understand and adapt to it beforehand. Besides, more communication and interactions between students and teachers should be increased to create a more active and relaxed classroom atmosphere, which contribute to mobilize students' initiative and enthusiasm to better become a complementary influence to promote students' ICC.

The Education of Japanese Honorifics and Cultivating Intercultural Communication Competence

Japanese honorifics which symbolizes the social culture of Japan are linguistic forms that are indispensable in the Japanese language education.Hence,the Japanese language education requires an improvement of previously solidified teaching methods with the cultivation of students’intercultural communication competence,in order for students to understand Japanese honorifics in-depth and apply them in practice.This paper analyzes the necessity of cultivating students’intercultural communication competence,the difficulties in Japanese honorifics education,and proposes specific training methods to help students improve their competence.

Study on Tourism Workers’ Intercultural Communication Competence

Under the background of the development of Hainan tourism and con-sumption destinations to increase the reception level of international tourism in Hainan,an empirical study is carried out to investigate the intercultural commu-nication competence of tourism workers in Hainan from cognitive,operational and affective dimensions.In this study,the cognitive dimension is reflected by the knowledge of domestic and foreign culture;the operational dimension focuses on verbal and nonverbal communication abilities;and the affective dimension is represented by emotional level,which mainly focuses on the participants’ability to understand and appreciate another culture as well as their willingness to interact with people from other cultures.The results indicate that tourism workers’knowl-edge of domestic culture is the best,followed by their emotional level,which are all above average.Next are nonverbal communication ability and knowledge of foreign culture,both of which are below average.Their verbal communication ability is the lowest among thefive factors.The intercultural communication com-petence of Hainan tourism workers is not satisfactory.The analytical results also show that each factor among the three dimensions is positively correlated with each other.

Cultivating Cultural Self-Awareness to Teach Intercultural Communication

Intercultural communication is undisputably important in today’s world.Schools on every level in China attach great importance to educating young people with intercultural communication competence.Chinese anthropologist Fei Xiaotong developed the concept of cultural self-awareness to meet this urgent need.The paper explores the rich meanings of cultural self-awareness concept and how the idea is relevant to teaching intercultural communication.

The Impact of Street Interviews on Chinese EFL Undergraduates’Intercultural Communicative Competence

The study adopts Byram’s Intercultural Communicative Competence(ICC)model as the theoretical framework,and structured interviews were conducted to explore the impact of street interviews on the participants’ICC.Analysis results revealed street interviews help students acquire knowledge in intercultural attitudes,intercultural knowledge,skills of discovery and interaction,and critical cultural awareness,aligning with the four components of Byram’s ICC model.Meanwhile,they have positive perceptions of street interviews.Therefore,street interviews have a positive effect on the development of participants’ICC.

COLLEGE STUDENTS' INTERCULTURAL COMMUNICATION COMPETENCE — A TENTATIVE STUDY

The paper intends to test Chinese students' intercultural awareness and intercultural competence via the completion of a questionnaire conducted amongst 216 English majors by the end of their third year and 354 non-English majors (CET Band 6) in five northern universities of China. The theoretical framework of the paper originates from Young Yun Kim's structural model of factors influencing intercultural adaption and Gao Yihong's ' going across' and ' going beyond' as two levels of intercultural communication competence development. The questionnaire tests the students' knowledge of communication, culture and intercultural awareness. The results show that: The learners are prevalently lacking profound intercultural communication awareness; Intercultural communication course can validly improve the students''going across' culture; The majority of the mistakes made by the students in intercultural communication are mainly due to the 'negative transfer' of native culture.

THE EFFECT OF COMMUNICATION COMPETENCE ON CHINESE UNIVERSITY STUDENTS' COMMUNICATION APPREHENSION FROM A CROSS-CULTURAL PERSPECTIVE

交际能力的重要性已得到普遍的认可,并在西方得以广泛的研究,尤其是在美国。由于跨国经济和跨文化的不断交流,多文化、多民族交流,甚至"冲突"或交流误会是不可避免的。为了便于取得人们之间的有效交流,我们必须掌握一些必要的交际知识和技能。这样,我们才能更好地相互理解、沟通、合作和交流。本文的主要目的是从跨文化角度来研究交际能力对中国大学生的交际忧虑之影响。因此,作者对中国大学生和英国大学生进行了抽样调查与对比。在对中国大学生数据所作的多元线性同归分析结果显示,"编码或表达技巧"是"双方交互"和"课堂讨论"(响应变量)的最好预测变量。而在对英国大学生数据所作的多元线性回归分析结果显示,"解码或听的技巧"是"双方交互"(响应变量)的最好预测变量。统计结果表明,学生交际能力与交际忧虑有着显著的正向的相互关系。

Competence in Communication

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Specialised Language Content and Professional Communicative Competence in the Teaching of DaF

The teaching of German as a Foreign Language(DaF)aims to prepare students who study German and take the DaF exam for their professional studies in German universities.Therefore,it is important to integrate the elements of specialised language knowledge and develop the students’professional communicative competence in the Test DaF curriculum.This paper identifies the specialized language knowledge and professional communicative competence that should be incorporated in German language teaching,based on the objectives of the DaF examination.

Using Social Media to Promote Intercultural Communication Between Chinese and American University Students

This paper reports a five-year computer-mediated intercultural exchange project between Chinese and American university students that explores the use of various social media tools with WeChat application as the main medium in collaborative intercultural assignments. The study combines quantitative and qualitative approaches by using questionnaires and action research, to investigate how Chinese EFL and American CFL learners increase their intercultural communication competence by assessing their knowledge, awareness, attitudes, and skills of discovery and awareness. The findings reveal their changes and progress in the following variables: knowledge about the variety and subtlety of both the home and target cultures, a different worldview, and cultural study methods;awareness of the importance of differences and similarities between the home and target cultures, their negative reactions to these differences(e.g., fear, ridicule, disgust, feeling of superiority, etc.) and therefore, critical evaluation of the target and home cultures;attitudes from excitement or blind admiration of the target culture to confusion, anxiety or frustration about the cultural differences, later to toleration and appreciation of cultural differences, adaptation to the target culture, and eventually to openness and readiness to suspend disbelief about other cultures and belief about one’s own;skills to contrast the target culture with their own, to demonstrate a capacity to interact appropriately in a variety of different social situations in the target culture and resolve cross-cultural conflicts and misunderstandings. This research will serve as a valuable reference for computer-mediated intercultural communication teaching and open up new possibilities to extend classroom teaching by bridging the gap between second-hand knowledge and hands-on experience.

Integrating Chinese Culture Into Language Curriculum:Teaching Chinese Culture to International Students in China

This paper explores the integration of Chinese culture into language education for German students at the University of Shanghai for Science and Technology(USST).Focusing on USST’s Chinese curriculum and pedagogical strategies,the study emphasizes the importance of cultural immersion,experiential learning,and authentic materials.Drawing on Byram’s Intercultural Communicative Competence(ICC)model,the Cultural Studies Approach,and Task-Based Language Teaching(TBLT),the paper presents a case study on incorporating Chinese calligraphy into regular classes.This hands-on approach not only enriches cultural understanding but also enhances language skills.The findings stress the need for tailored,multifaceted pedagogical approaches to prepare international students for cross-cultural interactions in a globalized context.

Cultural Input in English Vocabulary Teaching

The close relationship between the English words and culture is analyzed in this article.Only by understanding the hidden cultural meanings in the English words,can college students truly have a good command of them and can their communicative ability be improved.

On solving fossilization of spoken English of non-English college students by means of communication strategies

The paper starts with the notions of communicative competence and communicative strategies, and proposes that communicative strategies competence, one of the four communicative competences, plays an important role in improving the overall competence in communication. Meanwhile, communication strategies, which are indispensable in communicative activities, make it necessary for teachers to cultivate students＇ strategies awareness and enable them to practice communicative strategies so as to further develop their communicative strategies.

On Learners＇ Perceptions of Taking MOOC in Learning Intercultural Communication （IC） A Case Study of the IC MOOC from SISU

The topic of taking MOOC in learning Intercultural Communication （IC） is an under-researched area, and there has been little empirical research published which focuses on students＇ perceptions. This study explores learner＇s perceptions of taking the MOOC from SISU in learning IC with both a quantitative and qualitative data collection and analysis, which focuses on students＇ viewpoints about their MOCC learning experience, development in Intercultural Communication Competence （ICC） and their problems in Learning MOOC.