DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE IN CHINESE ENGLISH LANGUAGE LEARNERS

Abstract

The post-pandemic emphasis on global and intercultural education has introduced new challenges for English language teaching in China. Following the guidelines of China Education Modernization 2035, China Medium- and Long-term National Education Reform Modernization, and the College English Curriculum Requirements of China, the College Foreign Language Teaching Steering Committee of China has prioritized the integration of intercultural communicative competence (ICC) into the curriculum. This initiative aims to enhance learners’ understanding of diverse communities and improve their intercultural interaction skills, ultimately preparing them to be global citizens. Despite extensive theoretical discussions, empirical evidence on the practical integration of ICC into English Language Teaching courses is limited. This study aims to bridge this gap by examining the language learning experiences of Chinese students and the perceptions of English teachers regarding ICC development at a newly established international institute in China. This paper highlights the current state of ICC instruction in China, emphasizing the need to integrate ICC-focused modules into the English as a Foreign Language (EFL) curriculum. The goal is to improve the ICC skills of Chinese students. Due to the complex nature and increasing importance of ICC, incorporating and exploring ICC-centred English modules is both beneficial and crucial for developing ICC among Chinese English language learners. This underscores the importance of designing and implementing ICC-oriented components within the EFL courses of Chinese international institutions.