Educational Ecology Based "3+2+4" Intercultural English Teaching Model

With the increase of international cooperation and exchanges,the significance of intercultural communication becomes more and more prominent.In 2017,the Ministry of Education issued Teaching Guides of College English(??????????)in which intercultural communication was explicitly regarded as one of the main tasks of college English teaching;Then,in 2015,Basic Requirements of Higher Vocational Education English Curriculum Teaching(??????????????????)clearly put forward that“higher vocational education needs to train high-level applied professionals in fields of technology,production,management,services and so on and so forth.English courses should not only lay a good foundation for language,but also focus on developing practical language skills,especially the ability to use English to handle daily affairs and foreign business activities.”Obviously,it has become an urgent and important task of college English teaching to improve students'intercultural communication competence.In view of this,the author tries to construct an educational ecology based intercultural English teaching model with the vocational college students as an example.Educational ecology originated in the west and from the concept of “higher education ecology” put forward by Ashby,E.in 1966,that is,using the principles and methods of ecology to study higher education.Educational ecology emphasizes that knowledge is not acquired through teachers' instruction,but acquired by learners in the process of meaning construction under certain social and cultural background through interpersonal cooperation,discussion and other activities by using the corresponding learning materials and learning means,with the help of others.Based on the concept of educational ecology,the author constructs a “3+2+4” intercultural English teaching model to improve the students' intercultural communication competence and English level.Among them,“3” means the teaching content,that is,the three elements of ICC: attitude,knowledge,skills;“2” refers to two kinds of teaching forms,namely,cultural comparison,case analysis,simulation tasks,role-playing and other teaching methods are taken in class;network autonomous learning system and extracurricular activities are used after class;“4” means four kinds of evaluation methods,including intercultural communication knowledge test,intercultural sensitivity test,intercultural communication skill test and CET3.The teaching content,teaching form and evaluation method work together to construct an intercultural English teaching model.In order to test the validity of this teaching model,the author selected two classes of students from business English majors in Wuhan Technical College of Communications as the research subjects,and conducted an empirical study for one semester.Through the statistical analysis of the collected data,it is found that under this model,the intercultural communication knowledge and intercultural communication skills of the students in the experimental class have significantly improved,while it is not obvious for intercultural communication attitudes,which is the key point that needs to be improved in the future study;meanwhile,their English ability level have been improved as well.This article is divided into six chapters.The first chapter is the introduction,which introduces the significance and the main structure of the paper;the second chapter is literature review,introducing the definition of ICC,the hot topics of intercultural communication research and the cultivation of ICC in foreign language teaching at home and abroad;The third one is the theoretical basis,mainly composing of educational ecology theory and ICC theory model;The fourth chapter is the specific content and implementation methods of “3+2+4” intercultural English teaching model,which is the core part of this paper;The fifth chapter is the experimental data analysis and interpretation based on the teaching model;The sixth and also the last chapter summarizes the whole paper,and puts forward the shortcomings and further research plan.