Investigation And Research On The Cross-cultural Sensitivity Of Students Majoring In Chinese International Education

Intercultural communicative competence refers to the ability to communicate effectively with people of different cultural backgrounds,and it is also one of the basic qualities that teachers of Chinese as a foreign language must possess.Cross cultural sensitivity is one of the levels of cross-cultural communication competence emotional level.It refers to the emotional ability to promote effective cross-cultural communication with a positive attitude on the basis of perceiving cultural differences.It is an adaptive ability to deal with different cultures and is in constant development.It can reflect the ability of individuals to deal with people with different cultural backgrounds,It can also adapt and promote appropriate and effective communication.Intercultural sensitivity directly affects the success or failure of intercultural communication activities.It is very important for practitioners of Chinese international education to have intercultural sensitivity.Based on the three-dimensional theoretical model of intercultural communicative competence and the development model of intercultural communicative competence,this study takes Chinese masters and international students majoring in Chinese International Education in Northwest Normal University as the research objects,and adopts the methods of interview,questionnaire survey and data analysis,This paper uses the cross-cultural sensitivity scale(ISS)developed by Chen Guoming and starosta to investigate the level of cross-cultural sensitivity of students majoring in international Chinese education and its influencing factors,and draws the following conclusions: 1.2.The factors influencing the intercultural sensitivity of the master of Chinese International Education in this study include gender,grade,personality,teaching mode and group work of intercultural class,whether to participate in intercultural activities,whether to have foreign friends,frequency of contact with foreign friends,whether to serve as a teacher of Chinese as a foreign language,how to serve as a Chinese teacher,and whether to involve in cultural teaching.3.The factors that affect the intercultural sensitivity of international students in this study include the motivation to learn Chinese,the understanding of Chinese culture before coming to China,whether they have taken a class about Chinese culture,the group work of culture class,whether they participate in intercultural activities,the reasons for participating in intercultural activities,whether they have Chinese friends,and the frequency of contact with Chinese friends.Based on the research conclusions,this paper puts forward suggestions from different levels to improve cross-cultural sensitivity.For Chinese masters: 1.Schools and Colleges: organize and enrich cross-cultural activities and provide a platform for teaching Chinese as a foreign language;2.Teachers of cross-cultural courses: change the teaching mode of cross-cultural courses and lead students to make cultural comparison;3.Chinese master of International Education in Chinese: improve learning ability,actively participate in cross-cultural activities,and participate in Hanban volunteer selection.For foreign students: 1.Culture teachers: make effective use of the existing motivation of foreign students to change the form of classroom work;2.International students: increase the understanding of Chinese culture before coming to China and participate in cross-cultural activities after class.