Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)

A Study on Teaching Model of Integrating Intercultural Competence with English Intensive Reading

Authors
Xun Bu
Corresponding Author
Xun Bu
Available Online August 2019.
DOI
https://doi.org/10.2991/icsshe-19.2019.219How to use a DOI?
Keywords
Intensive English reading, Intercultural competence, IC-language teaching
Abstract
In the context of weak cross-cultural awareness and low cultural competence of English majors, this paper mainly explores how to integrate the cultivation of cross-cultural competence into the intensive reading course, so as to promote students' language and cross-cultural ability. Based on Moran’s cultural learning mode of Cultural Knowings and Byram’s explicit culture skills of discovery, contrast and analysis, this paper, given English major juniors' cognitive and language level in private college, proposes a comprehensive blended teaching mode of before- during-after class, which digs deep into the text analysis and simultaneously the cultural connotations between the lines, thus enabling students to acquire macro cultural knowledge through micro language points. Hopefully, this paper can offer new approaches to IC-language teaching.
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Proceedings
2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
August 2019
ISBN
978-94-6252-772-0
ISSN
2352-5398
DOI
https://doi.org/10.2991/icsshe-19.2019.219How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Xun Bu
PY  - 2019/08
DA  - 2019/08
TI  - A Study on Teaching Model of Integrating Intercultural Competence with English Intensive Reading
BT  - 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-19.2019.219
DO  - https://doi.org/10.2991/icsshe-19.2019.219
ID  - Bu2019/08
ER  -