A Practical Study On Intercultural English Teaching For Non-English Majors Through English Movies

The thesis mainly focuses on the study of English movies as a teaching tool and relevant teaching activities in Intercultural English teaching for non-English majors in universities of China.When the world enters 21 century, the trend of globalization enhances in all regions. Under such circumstances, intercultural communication becomes inevitable in the "global village". Intercultural Communication study have achieved profound development in recent years and interacted with Foreign Language Teaching (FLT), especially English Language Teaching (ELT), taking Intercultural Communication Competence (ICC) cultivation as their common goal. In the Guidelines for Intercultural Education, UNESCO advocated that Intercultural Education to be a response to the challenge to provide quality education for all.In this condition, English Language Teaching has experienced three stages of development:1) the traditional stage, taking language/communication competence as objectives; 2) present stage, combining with Intercultural Communication study, taking Intercultural Communication Competence as their common objectives; and 3) the future stage, as part of Intercultural Education, objectives of Intercultural English Teaching (IET) include ICC and other new ones---critical cultural awareness, culture reflection and criticism, identity mindfulness, global mindset, etc. At present, English Language Teaching has just entered the threshold of its third stage in development---Intercultural English Teaching as part of Intercultural Education. Based on the literature review---Intercultural Education theory, and comprehensive analysis of English movies as a teaching tool, the author developed the theory of Intercultural English Teaching as part of Intercultural Education. By combining IET and English movie as a teaching tool, the author carried out the experimental practice. The practice was conducted in three classes in Minzu University of China which are randomly chosen as experimental group (Intercultural English Teaching through English movies), control group 1 (Intercultural English Teaching through textbook) and control group 2 (no Intercultural English Teaching). The testing and assessment are combination of both formative and summative ones. The teaching result analyses are based on both qualitative and quantitative methods on the comparative study of the three groups.Through the teaching result study, the author draws the conclusion that Intercultural English Teaching is an effective way for fostering college students'critical cultural awareness, Intercultural awareness and Intercultural competence; and taking English movies as a teaching tool will achieve better results. Meanwhile, the author pointed out the remaining problems in the teaching practice and put forward some suggestions for future IET research and practice.