An Experimental Study On The Effect Of The Relative-texts Reading On Senior Middle School Students’ Intercultural Communicative Competence

Intercultural communication in a globalized context puts urgent demands on intercultural communicative talents,and the Ministry of Education promulgated the English Curriculum Standards for General High Schools(2017 edition,revised in 2020),which clearly puts emphasis on the cultivation of intercultural communicative competence of high school students.In this context,English teaching in senior high school,however,has been suffering from the problems of emphasizing knowledge over culture and students’ reading quantity not meeting the standard,which is not conducive to the cultivation of students’ intercultural communicative competence.Reading teaching is a common type of English classroom practice in high schools,and it is also the most direct way for students to be exposed to English.The current high school English reading teaching generally adopts the high-consumption and low-energy single reading teaching method,which mainly takes textbooks as the material and ignores reading materials outside the classroom,and cannot play a better role in cultivating intercultural communicative skills.In view of the above,this study will try to apply relative-texts reading teaching to high school English class in order to explore its role in cultivating high school students’ intercultural communicative competence.In this study,two classes of students in the second year of senior high school,with108 students,were used as the research subjects.The two classes were divided into experimental and control classes according to the basic requirements of scientific experiments,and the experimental class implemented relative-texts reading instruction while the control class implemented regular reading instruction,and then the pre-and post-test data were compared and analyzed.It was found that the effect of relative-texts reading teaching on improving high school students’ intercultural communication ability is mainly reflected in the following aspects: it promotes students’ intercultural knowledge penetration,cultivates students’ open intercultural communication awareness,increases students’ emotional response in intercultural communication,and improves students’ motivation to act in intercultural communication.The following problems were found in the implementation of relative-texts reading: the professional requirements of teachers are high,it is easy to fall into the misunderstanding of emphasizing "quantity" rather than "quality",it is more difficult for students with poor foundation to learn,more teaching time is needed for relative-texts reading,and the development of relative-texts reading has not reached a mature stage.The development of relative-texts reading has not yet reached a mature stage.Then we analyzed the reasons for high school students’ lack of intercultural communication skills with the experimental and interview data,mainly including students’ lack of English cultural knowledge,teachers’ weak awareness of intercultural communication teaching,schools’ neglect of students’ intercultural communication competence,and the lack of intercultural communication content in English textbooks.Finally,we propose strategies to enhance high school students’ intercultural communication competence in relative-texts reading teaching,including optimizing high school English relative-texts reading teaching,enhancing teachers’ intercultural communication teaching ability,creating an environment for intercultural communicative competence development,and increasing intercultural communication content in t relative-exts and textbooks.This study takes the intercultural communicative competence of high school students as the starting and ending point,and further investigates English relative-reading teaching in depth,which is conducive to enriching the research field of relative-reading teaching and intercultural communicative competence cultivation,and also provides certain information and help for teachers to cultivate the intercultural communicative competence of high school students in the actual English relative-texts reading teaching,which helps to improve the current dilemma of English reading teaching and enhance the intercultural communicative competence of high school students.