Intercultural Competence Enhancement for English Majors in China

Abstract

Language educators strive to nurture proficient language learners, with the definition of 'language competence' undergoing various stages of change and evolution. Initially, educators focused solely on linguistic competence as their teaching goal, only to realize its inadequacy. In China, scholars in the field of language education are directing their attention toward fostering students' cross-cultural competence. This is because such competence is not only related to the pragmatic proficiency of language users but also crucial for the effectiveness of language as a bridge for international cultural communication. In this paper, we will explore the details of cultural learning and teaching within the realm of higher education in China, specifically highlighting the enhancement of intercultural competence (IC) for English majors in Chinese universities. The analysis of IC development in this context will encompass three key facets: the conceptualization and evolution of IC in second and foreign language (L2) education, the application of IC approaches in higher education in China, and the implications of language learning and teaching for both English majors and their instructors in Chinese universities.