An Investigation On Junior High School Students’ Intercultu Communicative Competence

English as a universal language has enhanced the communication and exchange inaspects of politics, economic and culture and has accelerated the globalization. In China, theneed for high-quality talents with intercultural communicative competence has become moreand more urgent. While in China, large numbers of people still hold the view that thecultivating students’ basic language skills is the center of English teaching practice. This viewhas impeded the effective cultivation of students’ intercultural communicative competence. Asa result, students who have been learning English for many years are unable to communicatein English, not to mention intercultural communication. Owning to the above-mentionedsituation, many scholars and educators at home and abroad have been conducted theoreticaland practice research on intercultural communicative competence. However, most of them areconcerned with cultivating university students, vocational students’ interculturalcommunicative competence. Fewer are concerned with cultivating middle students’intercultural communicative competence.This present research synthesizes research results of intercultural communication theoryand English teaching theory and applies qualitative and quantitative research methods to carryout an empirical research. Meanwhile this research confirms the tripartite mode ofintercultural communicative competence (cognitive, emotional, and behavioral) as the leadingtheoretical framework to explore the following problems.1. What are the current situations and problems of students’ ICC?2. Is the cultivation of students’ intercultural communicative competence satisfactory?This research takes students of Grade9and English teachers from No.22junior highschool in Xingtai as research objects. Firstly, to know current situations of students’intercultural communicative competence, the author surveys students’ questionnaires andfinishes data collection. Then, to get situations about English teachers’ understandingdefinition and components of intercultural communicative competence, teachers’ ICC and soon, the author interviews eight English teachers. After then, to know teachers’ teaching modeand students’ performance in English class, the author makes classroom observations toresearch objects for a month. Later on, the author interviews eight students in order to get further real information. The research uses SPSS17.0software to analyze statistical data andobtain the following findings..The research finds out that the students are not clear in their learning objectives for themain body of their study, their perceptions of culture learning are fuzzy, their self-learningabilities are not strong and so on. These problems result in students’ low ICC. The researchfurther finds out there are serious problems in teachers’ understanding of the theoryconcerning ICC, teachers’ understanding of intercultural teaching and the practice, teachingobjectives, teachers’ intercultural competence, the choice of intercultural teaching method,presentation of intercultural content in textbooks, intercultural teaching time distribution andso on, of which the choice of intercultural teaching methods influences teachers’ interculturalteaching the most. In view of the existing problems, this research deeply analyses the causesof the problems from the two aspects of foreign language teaching and development of ICC,to identify the obscurity of teaching philosophy and teaching objectives, the lack of andimbalance intercultural content, the insufficient resources in the teaching environment, theinfluence of exam-oriented education in Chinese environment, the cultural differencesbetween China and the West, including different thinking modes, the value differencesbetween China and the West are the roots.