The development of intercultural sensitivity of business english majors by the multimodal teaching program

Abstract

This study is to empirically investigate the effect of the multimodal teaching program in developing Chinese learners’ intercultural sensitivity. This experiment was carried out among 31 business English majors from a local university in Southwest China within one semester. The findings indicated that the participants showed a great improvement in their general level of intercultural sensitivity, and it is worth mentioning that among the factors of intercultural sensitivity, interaction confidence and attentiveness have witnessed a greater progress than the other factors.