A Study Of Mongolian Senior High School Students' English Intercultural Communicative Competence From The Perspective Of Multi-culture

The cultivation of intercultural communicative competence(ICC) has been drawn more attentions in foreign language teaching. Most of studies are oriented to non-minority students in ICC, but they are less involved in minority students. Therefore, this study aims to study Mongolian senior students' ICC in bi-direction and gives suggestions to English teaching for promoting cultural transmission positively.The subjects are Mongolian students from Grade 1 and 2 in the Senior High School attached to Inner-Mongolian Normal University. The research question is to investigate their ICC from three aspects: cognition, affection and behavior. In cognition, questions are adapted from related ICC tests. In affection, items are referenced from the scale of intercultural sensitivity(IS) by Chen(2000). In behavior, students' communicative activities are observed in the classroom. The cognition and affection are analyzed by SPSS 17.0 in quantitative ways, and the behavior is analyzed by keeping records in a qualitative way. In addition, the author knows whether there are some effects on students' ICC from English teachers by interviews.The result shows that the ICC of Mongolian senior students is not balanced in bi-direction. In cognition they are skilled at expressing knowledge of English culture comparing with Han and Mongolian culture in English. In affection students have positive attitudes towards communication with people from different cultures. They treat cultural differences objectively and protect their own culture. The ICC is correlated with the IS. In behavior students talk more about English culture in the classroom. Besides, the author also finds that there is no significant difference between Grade 1 and 2 in cognition and affection including key and non-key classes. Students of Grade 1 are more active than those of Grade 2 in classroom activities.Moreover, English teachers also have indirect effects on students' ICC. On one hand, teachers pay more attention to language teaching. Although culture is also mentioned in teaching, but it is about English and Han culture. On the other hand, teachers give support to transmit minority culture, but how to implement is still difficult in English teaching.Based on the above results, we can establish a view of multi-curriculum and implement a variety of multi-ethnic cultural activities to encourage students to participate in intercultural communication actively so that minority culture can be integrated into language teaching.