An Empirical Study of Process-oriented Intercultural Teaching in Chinese College English Classroom

The cultivation of students’ intercultural communicative competence (ICC) is one of the main objectives of College English teaching in China. The present study aims to construct the Processoriented intercultural teaching mode for promoting college students’ ICC grounded in the current reality of cultural teaching in Chinese College English course and presents an empirical analysis of the effects of Processoriented intercultural teaching in Chinese College English classroom. The results of the analysis indicate that the Processoriented intercultural teaching is more effective than the traditional cultural teaching in enhancing the students’ affective and behavioral dimensions of ICC and gained significantly higher satisfaction among teacher and students.