A Study On Investigating The Correlation Between Students’ Intercultural Communicative Competence And Their English Learning Motivations In One Senior High School

National English Curriculum Standard for Senior High School（Curriculum Standard 2017,Revised in 2020）points out that cultural awareness embodies the value orientation of core literacy of English discipline.In senior high school English teaching under the background of new curriculum reform,teachers should not only help students master English language knowledge,but also cultivate their intercultural communicative competence.Based on the intercultural communicative competence theoretical model proposed by Gao Yongchen and Shen Juming（2014）and the English learning motivation theory raised by Gao Yihong et al.（2003）,this current study uses questionnaires and interviews to make clear about the correlation between senior high school students’ intercultural communicative competence and their English learning motivation.A total of 251 students in grade one and grade two from and five teachers from Tianjin No.25 Middle School were randomly selected as participants to answer the following questions:What is the current situation of senior high school students’ intercultural communicative competence?What is the current situation of senior high school students’ English learning motivation?What is the correlation between senior high school students’ intercultural communicative competence and English learning motivation?In order to answer the questions,the software SPSS 22 and AMOS were used to analyze the data.Through data analysis and discussion,the results show that:（1）The overall situation of senior high school students’ intercultural communication ability is relative satisfactory,and their intercultural critical thinking and knowledge need to be improved further.（2）The English learning motivation level of senior high school students is generally at a medium level which are mainly motivated by a trend of integrative motivation.Intrinsic interest motivation,social responsibility motivation,personal development motivation and information media motivation are the main motivations,which are stronger than immediate achievement motivation and going abroad motivation.（3）There is a significant positive correlation between senior high school students’ intercultural communicative competence and four kinds of English learning motivation,namely,intrinsic interest motivation,social responsibility motivation,immediate achievement motivation and information medium motivation.These results suggest that English teachers should explore the cultural elements in teaching material and organize various activities to guide students to pay attention to the comparison,between Chinese and western culture,which can make students strengthen the understanding of cultural connotation and its own cultural identity.Students should read more extra-curricular materials to strengthen their cultural accumulation and actively participate in intercultural activities to enhance their own intercultural communication ability.