An Analysis of Strategies for Improving Intercultural Communicative Competence in English Teaching in Secondary Vocational Schools
Abstract
English in secondary vocational schools emphasizes the cultivation of students’ core qualities such as language ability,
cultural awareness, thinking quality and learning ability. The development of cross-cultural communication skills not only provides
students with more opportunities for personal development, but also helps them establish a sense of community with a shared
future for mankind and a sense of multiculturalism, form an open and inclusive attitude, deepen their understanding of the culture
of the motherland, enhance their patriotism, and strengthen their cultural confidence. Therefore, teachers should actively explore
the countermeasures of cultivating students’ intercultural communication ability in vocational English teaching.
cultural awareness, thinking quality and learning ability. The development of cross-cultural communication skills not only provides
students with more opportunities for personal development, but also helps them establish a sense of community with a shared
future for mankind and a sense of multiculturalism, form an open and inclusive attitude, deepen their understanding of the culture
of the motherland, enhance their patriotism, and strengthen their cultural confidence. Therefore, teachers should actively explore
the countermeasures of cultivating students’ intercultural communication ability in vocational English teaching.
Keywords
Vocational English; Cross-cultural communication; Teaching strategy
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[1] Zhuang Enping, LU Ning, Yang Ying. Intercultural Foreign Language Teaching: Ideas, Systems, Approaches and Methods [A]. Zhuang Enping. Intercultural Foreign Language Teaching: Research and Practice [C]. Shanghai: Shanghai Foreign Language Education Press, 2012.
[2] Wang Shouren. Interpretation of Key Points of College English Teaching Guide [J]. Foreign Language Community, 2016 (3).
[3] Song L. A Survey of Intercultural Communicative Competence cognition and Teaching status of Chinese College English Teachers [D]. Harbin: Harbin Institute of Technology, 2015.
DOI: http://dx.doi.org/10.18686/ahe.v6i15.5202
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