An Empirical Study On Cross-Cultural Communicative Competence Of English Majors

In recent years, China has already opened a new economic area in international market with its rapid development of economy. This state in line with international market urgently forces our country to cultivate large quantities of foreign language talents to achieve a successful communication with people from different countries or regions. Therefore, the Chinese Ministry of Education has spent much manpower and material resources on foreign language teaching and learning in order to cultivate foreign language talents. However, the ultimate effect of foreign language education is still unsatisfactory, and only a few foreign language talents are able to satisfy the demands of China's talent market. Since 1960 s, with the development of sociolinguistics and pedagogy, the cultivation of cross-cultural communication competence draws more and more attention and many scholars realize that the importance of combination of communication and culture. This phenomenon not only conforms to the basic characteristic of foreign language teaching, but also satisfies the requirements of China's foreign language talents.The author lists two research questions as follows:1. Under the guidance of Comprehensible Input Hypothesis and Culture-Teaching Method, whether the students' cross-cultural communication competence is improved or not?2. Is there a promotion to students' linguistic performance if their cross-cultural communication competence is improved?The author selects two classes of sophomore students as research participants to carry on this experiment, which are divided into controlled class and experimental class. The purpose of this research is to test whether there is an improvement of participants' cultural communicative competence and linguistic performance after adopting different teaching method.After experiment, there comes the conclusion that:(1) The students' cross-cultural communicative competence in experimental class is improved after under the influence of comprehensible input hypothesis and culture teaching method. However, the cross-cultural communicative competence in controlled class doesn't have an obvious promotion.(2) After experiment, the students in experimental class get the promotion of linguistic performance in the mean time of their promotion of cross-cultural communicative competence. However, the linguistic performance of students in controlled class also doesn't have an obvious promotion.The thesis is divided into six parts. The first chapter introduces the related background and the research significance; the chapter two reviews some related literatures; the chapter three shows theoretical framework of this research; the chapter five collects and analyzes data and gets some related results; the chapter six proposes major findings of this research and provides some implications and limitations for further research.