| Successful communication requires not only language as a bridge,but also a certain amount of intercultural communication competence.However,at present,Chinese college students‘ understanding of culture is rigid and narrow and their communication adaptability is poor.Pragmatic and semantic errors they made in communication are so frequent that communication goals can be hardly achieved.At the same time,intercultural foreign language teaching in China often separates culture teaching from English teaching,and also lacks the support of new and effective teaching concepts.Therefore,exploring teaching methods to cultivate students‘ intercultural communication competence is extremely important for the improvement of college students‘ communication level,which adapts to the needs of foreign language talents in the future society.This study proposes the application of the project-based Learning approach to intercultural communication courses to improve the current state of intercultural teaching and to enhance students‘ intercultural communication competence,and it also proposes an operational process for the project-based learning approach applied to intercultural communication courses.This study aims to explore the following three questions:(1)What are the effects of project-based intercultural communication courses on students‘ intercultural grades?(2)What are the effects of project-based intercultural communication courses on students‘ intercultural communication competence(knowledge,skills,awareness,and attitudes)?(3)What are the changes of students‘ interest in culture learning when applying project-based learning approach to intercultural commutation course?This study demonstrated the feasibility of the project-based teaching method through experiments.A total of 64 non-English majors of Shenyang Normal University of 2020 were selected as subjects.There were 32 subjects in experimental class and control class respectively and Project-based Learning Approach was used in experimental class while traditional teaching mode was used in control class.The research methods were the experimental method,questionnaire method and interview method and the instructions are questionnaire,interview outline,voice recorder and SPSS software.Lasting for one semester(16weeks),this study collected results of questionnaires,interview,and tests.After the experiment,the researcher used SPSS software to analyze and describe the data.The results showed that:(1)The application of Project-based Learning Approach improved students‘ grades in intercultural communication course.Through the analysis of the post-test data,it can be seen that the scores of the experiment class was considerably higher than that of the control class.By analyzing the data of post-test,it can be seen that control class and experimental class had significant difference.(2)Applying the Project-based Learning Approach to the intercultural communication curriculum can improve students‘ intercultural communication competence.After the experiment,the results of the post-questionnaire showed that the intercultural communication competence of the experimental class was significantly improved compared with that of the control class,which was mainly reflected in the dimensions of knowledge,attitude and awareness.(3)Intercultural communication teaching based on project learning can stimulate students‘ interest in cultural learning.After the experiment,participants in the experimental class had positive attitudes towards project-based cross-cultural communication learning.It can be seen that the application of project-based learning approach in intercultural communication courses can stimulate students‘ interest in learning intercultural communication courses,improve intercultural communication course performance,and improve the intercultural communication competence of college students to a certain extent,so it is worth trying and promoting the application. |
