Author(s)

Lili Zhao ^1,2

Affiliation(s)

¹ Lyceum of the Philippines University–Batangas, Capital Site, Batangas City, 4200, Philippines
² Bengbu University, Bengbu, 233030, China

Corresponding Author

Lili Zhao

ABSTRACT

The study describes the personal profiles of the respondents, including gender, age, teaching experience, language teaching level, and overseas experience to determine teachers' cognition of intercultural communicative competence, including their cognition of language teaching objectives, their cognition of cultural teaching objectives and their views on the intercultural dimension of foreign language teaching. This study assesses teachers' level of ICC integration in syllabus design, teaching materials, topics and themes; determine the ICC teaching practice of teachers, including the practice of teaching objectives and the practice of teaching activities to examine the significant relationship between teachers' cognition and integration level in intercultural communication teaching and their intercultural communication teaching practice. It also puts forward some intervention measures to strengthen English teaching and learning. 

KEYWORDS

Intercultural Communicative Competence (ICC) Cognition, Level of Integration, Chinese EFL Teachers, Proposed Intervention

CITE THIS PAPER

Lili Zhao, Intercultural Communicative Competence (ICC) Cognition and Levels of Integration among Chinese EFL Teachers. Transactions on Comparative Education (2023) Vol. 5: 40-48. DOI: http://dx.doi.org/10.23977/trance.2023.050407.

REFERENCES

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