| This thesis explores the incorporation of the task-based approach into the teaching of intercultural communication. With the development of students'intercultural competence as the objective, the author conducts a one-semester teaching experiment based on the treatment and the control group method by combining the task-based approach with the ICT methods.The literature review of this thesis discusses a variety of definitions of TBA (task-based approach) proposed by a galaxy of well-known scholars, followed by a description of a number of ICT (intercultural training) methods. The author believes that a combination of both is of greater contribution to the development of students'ICC competence—the objective to be achieved in the teaching of Intercultural Communication.The teaching experiment is designed to test the cause-effect relationships between the TBA(task-based approach)coupled with ICT (intercultural communication training) methods and 3P's methodology on the development of students'intercultural communication competence in teaching Intercultural Communication. The hypotheses proposed are 1) Under TBA instruction, there will be greater improvement in students'intercultural communication competence, and 2) Coupled with ICT methods, TBA instruction is able to further increase the effectiveness of developing students'ICC competence.The result of the teaching experiment suggests that under the task-based approach, learners are not able to outperform those who are treated in 3Ps instruction in the part of the foundational knowledge and basic concepts/terms of ICC. In other words, the task-based approach shows little positive effect on learners'performance in this respect. However, on the second half of the ICC exam, which primarily deals with the ability to analyze and solve problems, the students in the control group were obviously outperformed by those in the experimental group. Thus,the hypotheses of this thesis are well supported.
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