1. Introduction

1.1. Research Background

In today's globalized world, interactions and collaborations among people from different cultural backgrounds have become increasingly frequent in fields such as economy, politics, education, and technology. This multicultural interaction not only promotes the sharing of global resources and the dissemination of knowledge but also brings challenges of cultural differences and communication barriers. Intercultural communication competence, acting as a bridge between people from different cultural backgrounds, is of great significance for promoting international understanding and cultural integration. It involves not only the mastery of language but also includes sensitivity to cultural differences, adaptability, and the use of communication strategies. Therefore, cultivating talents with efficient intercultural communication skills has become an important goal of foreign language education.

1.2. Research Purpose

The purpose of this study is to explore the theoretical framework and practical model of intercultural communication competence and to analyze how to effectively cultivate this ability in foreign language education. Through literature review, this paper will sort out the main constituent elements and theoretical models of intercultural communication competence, including the multi-dimensional interaction of attitude, knowledge, and skills. Furthermore, this paper will construct a practical model that transforms the elements of the theoretical model into specific teaching activities and assessment methods to achieve the cultivation of intercultural communication competence in college English teaching. In addition, this paper will also verify the effectiveness of the constructed model through empirical research and propose corresponding teaching strategies and suggestions, with the expectation of providing theoretical and practical references for the field of foreign language education.

Through this study, we hope to provide a systematic training program for intercultural communication competence for foreign language educators, helping students to communicate and interact better in a multicultural environment, and thus cultivating more high-quality talents capable of adapting to the challenges of globalization.

2. Literature Review

2.1. Definition and Models of Intercultural Communicative Competence (ICC)

Intercultural communicative competence (ICC) is a pivotal concept in the field of foreign language teaching, with various scholars offering their own interpretations and models. Gao Yihong proposed two levels of intercultural communicative competence, "crossing" and "transcending," highlighting the importance of cultural awareness and a reflective and tolerant attitude.[1] Hu Wenzhong, from the perspective of foreign language teaching, discussed the positioning of ICC in the curriculum, pointed out issues in teaching, and offered suggestions for improvement.[2] Xu Lina emphasized the importance of euphemism in intercultural communication and explored how to interpret euphemism from a pragmatic perspective to enhance communicative effectiveness.[3] Zhong Hua et al. constructed a self-assessment scale for intercultural communicative competence suitable for Chinese college students, revealing the multidimensional structure of ICC through empirical research, providing tools for its measurement and cultivation.[4]

2.2. Intercultural Communicative Competence and Foreign Language Education

Intercultural communicative competence plays a crucial role in foreign language education. Liu Xuehui, from a constructivist perspective, analyzed the components of ICC and proposed explicit and implicit teaching pathways, emphasizing innovation in teaching materials and methods.[5] Ge Chunping and Wang Shouren focused on college English teaching, discussing the integration of ICC cultivation with college English teaching and proposing two forms of cultivation: classroom teaching and extracurricular activities.[6] Gao Yongchen established a theoretical framework for the assessment system of ICC for Chinese college students, aiming to enhance their intercultural communicative competence through a methodological approach that integrates knowledge and action.[7] Gu Xiaole proposed theoretical and practical models for the cultivation of intercultural communicative competence, emphasizing the importance of attitude, knowledge, and skills in intercultural communication and exploring how to integrate these elements into foreign language teaching.[8]

3. Theoretical Framework Construction

3.1. Macro Dimensions of Attitude, Knowledge, and Skills The theoretical

Composition of Intercultural Communicative Competence (ICC) involves multiple dimensions, among which attitude, knowledge, and skills are the three core macro dimensions. Xu Lina emphasized the importance of euphemism in intercultural communication in her research, which can be considered a part of the attitude in intercultural communication, that is, sensitivity and respect for different cultural expressions. Gao Yihong provided a quantitative method for understanding the ICC of Chinese college students by constructing a self-assessment scale for intercultural communicative competence, which includes the assessment of cultural knowledge and communication skills. These studies indicate that intercultural communicative competence is not only about mastering cultural knowledge but also includes a positive attitude and effective communication skills.[1]

3.2. Interactive Theoretical Model of Intercultural Communicative Competence

Hu Wenzhong and Xu Lisheng proposed an interactive theoretical model of intercultural communicative competence, an innovative framework aimed at a more comprehensive understanding and cultivation of ICC. The model is based on dialogue theory, emphasizing the interactive relationship between language, culture, and communication. The three dimensions of the model—attitude, knowledge, and skills—are interconnected and interdependent, together forming the theoretical foundation of intercultural communicative competence. The attitude dimension includes global awareness, language-cultural awareness, and communicative motivation, which collectively promote a positive attitude towards intercultural communication. The knowledge dimension covers knowledge of language/kinesics, one's own/other cultures, and communication strategies, providing the necessary information and understanding base for intercultural communication. The skills dimension includes the ability to use language and strategic knowledge, basic cognitive abilities, and advanced critical thinking skills, enabling individuals to communicate and negotiate effectively in intercultural environments.[9,10]

The characteristic of this model lies in its interactivity; it not only focuses on how individuals receive and understand intercultural knowledge but also emphasizes how individuals construct and apply this knowledge through communicative practice. In addition, the model also emphasizes that the development of intercultural communicative competence is a dynamic process involving continuous reflection, adjustment, and transcending cultural differences.

4. Construction and Application of the Practical Model

4.1. Structure of the Practical Model

The structure of the practical model involves translating the abstract concepts and principles from the theoretical model into concrete teaching activities and assessment methods. The model for cultivating Intercultural Communicative Competence (ICC) encompasses three dimensions: attitude, knowledge, and skills, which are implemented through specific teaching segments and activities. For instance, the cultivation of attitude can be achieved through classroom discussions and case analyses, allowing students to recognize cultural differences while developing the motivation to enhance their intercultural communication abilities. The knowledge construction segment uses case analyses and multimodal inputs to familiarize students with knowledge from different cultural backgrounds and to build a knowledge system. The development of skills is achieved through activities such as simulated tasks and role-playing, which improve students' intercultural communication skills. Each segment is designed with targeted assessments to ensure the enhancement of students' abilities.[11]

4.2. Characteristics of the Practical Model

The practical model has several notable characteristics. Firstly, the model is highly operational, providing clear guidance and a basis for classroom teaching. It not only focuses on the transmission of knowledge but also places great emphasis on the cultivation of students' abilities, including cognitive abilities, critical thinking skills, and adaptability. Secondly, the model emphasizes the continuity of assessment and the role of feedback. Assessment is not limited to the end of the semester but is integrated throughout each teaching segment, ensuring dynamic adjustments in teaching and the continuous improvement of students' abilities. Additionally, the model reflects a student-centered philosophy of teaching, encouraging students to construct knowledge through participation and experience, and emphasizing active learning and reflection.[2]

5. Empirical Research on the Cultivation of Intercultural Communicative Competence

5.1. Research Methodology

This study employs a combination of quantitative and qualitative methods to evaluate the effectiveness of cultivating intercultural communicative competence. The Intercultural Communicative Competence Self-Report Scale (ICCSRS) serves as the primary instrument for data collection. This scale has undergone reliability and validity testing to ensure the scientific nature of the research. The subjects of the study are Chinese college students, with a certain number of students selected as research samples through random sampling. In addition to the self-report scale, various data collection methods, including interviews, observations, and document analysis, are also integrated to obtain a more comprehensive research perspective. The research design includes pre-tests and post-tests to assess changes in students' intercultural communicative competence before and after instructional interventions.[5]

5.2. Research Findings

The analysis of the data indicates that there was a significant enhancement in students' intercultural communicative competence through systematic instructional interventions. The findings from the study by Xu Guo and Mei Lin. show that the scores on the ICCSRS scale improved markedly after the intervention, particularly in the dimensions of strategic competence and intercultural attitudes. Moreover, data from interviews and observations also corroborate the results of the scale, revealing noticeable improvements in students' confidence, adaptability, and use of communication strategies during intercultural interactions. These results confirm that intercultural communicative competence is cultivable and that specific teaching activities and methods can effectively improve students' intercultural communicative abilities.[12]

6. Cultivation Strategies for Intercultural Communicative Competence

6.1. Classroom Teaching

Classroom teaching is a crucial venue for cultivating intercultural communicative competence. The practical model emphasizes the systematic development of intercultural communicative competence within classroom instruction, integrating three dimensions: attitude, knowledge, and skills. In the classroom, teachers can employ a variety of teaching methods, such as case analysis, role-playing, and group discussions, to enhance students' understanding and analytical abilities regarding intercultural situations. For example, by analyzing cases of cross-cultural conflicts, students can learn to identify and address problems arising from cultural differences. Additionally, classroom teaching can also provide students with opportunities for direct communication with individuals from different cultural backgrounds by inviting foreign teachers or utilizing remote video conferencing technology, thereby enhancing students' cross-cultural communication skills.[6]

6.2. Extracurricular Activities

Extracurricular activities play a supportive and complementary role in the cultivation of intercultural communicative competence. Zhang Weidong and Yang Li mentioned in their research that extracurricular themed activities are another important avenue for the development of intercultural communicative competence. Schools can organize events such as international cultural festivals, language corners, and cross-cultural communication salons, allowing students to interact with individuals from different cultural backgrounds in an informal setting. These activities not only improve students' language practical skills but also enhance their cultural adaptability and communication confidence. By participating in extracurricular activities, students can apply and consolidate the knowledge and skills learned in the classroom within real cross-cultural communication scenarios, thereby more effectively enhancing their intercultural communicative competence.[13]

7. Practical Case

7.1. Theoretical Framework

According to the research by Gao Yongchen , intercultural communicative competence encompasses not only knowledge components but also cognitive and behavioral abilities. This case analysis will be based on this theoretical framework, combined with specific teaching practices, to explore how to promote the enhancement of students' intercultural communicative competence through foreign language teaching activities.[7]

7.2. Teaching Case Description

The case involves a Chinese college student named Li Ming, who has experienced changes in his intercultural communicative competence after participating in a semester-long course on English-speaking country cultures. The course adopted the content and methods, which include language fundamentals, practical application, and quality cultivation.

7.3. Case Analysis

Cultivation of Knowledge Components: Li Ming enhanced his understanding of the target language culture by participating in courses centered on cultural knowledge, such as "An Overview of British and American Cultures." This explicit learning path provided him with a basic cognitive framework, assisting him in applying the knowledge in intercultural communication.

Cultivation of Cognitive Abilities: In the course, Li Ming was encouraged to use critical thinking to analyze and compare the differences between Chinese and British cultures. This implicit learning path prompted him to actively construct internal psychological representations, thereby improving his cognitive abilities.

Cultivation of Behavioral Abilities: Through role-playing activities that simulated intercultural communication scenarios, Li Ming's interpersonal interaction and problem-solving skills were exercised. This practical activity helped him translate theoretical knowledge into actual communication skills.

7.4. Results and Discussion

After a semester of study, Li Ming made significant progress in intercultural communicative competence. His spoken English improved, allowing him to participate in discussions with greater confidence and to think deeply and analyze different cultural phenomena. Additionally, his active participation in group discussions demonstrated his progress in interpersonal communication and teamwork.

7.5. Conclusion

This case analysis indicates that the cultivation of intercultural communicative competence requires the integration of theoretical knowledge with practical communication skills. By combining explicit and implicit learning paths, students can comprehensively enhance their intercultural communicative competence during the foreign language learning process. Future teaching should continue to explore more innovative teaching methods to adapt to the ever-changing demands of intercultural communication.[14]

8. Discussion

8.1. Similarities and Differences in the Cultivation of Intercultural Communicative Competence at Home and Abroad

8.1.1. Analysis of Similarities and Differences

According to the research by Huang Yonghong and Xu Lina, the construction of the intercultural communicative competence system in the context of Chinese foreign language education emphasizes the integration of cultural awareness, cultural knowledge, and communicative practice. This reflects the specific needs and teaching objectives for intercultural communicative competence within the Chinese educational environment.

In contrast, Western educational systems, as discussed by Gu Xiaole, place more emphasis on the autonomy and critical thinking in the cultivation of intercultural communicative competence, encouraging students to acquire such competence through field experiences and interactive learning.[3,8,15]

8.1.2. Differences in Teaching Methods

In China, the teaching of intercultural communication often employs structured courses and explicit instructional pathways. This may lead to systematic learning of cross-cultural knowledge among students but could potentially limit their active exploration and critical thinking to some extent.

Western education, on the other hand, may more frequently utilize implicit instructional pathways, such as case analysis and role-playing, encouraging students to learn through participation and experience. This approach helps students develop the ability to think independently and adapt to different cultural contexts.

8.2. Challenges and Opportunities in the Cultivation of Intercultural Communicative Competence

8.2.1. Challenges

One of the main challenges in cultivating intercultural communicative competence is how to balance the simultaneous development of language skills and cultural understanding. As pointed out by Hu Wenzhong, language teaching should not only focus on linguistic forms but also on the cultural content that language conveys.[16]

Another challenge is the professional development of teachers. The cultivation of intercultural communicative competence requires teachers not only to have solid language teaching skills but also to possess the ability to understand and teach across cultures, which necessitates ongoing teacher training and professional support.

8.2.2. Opportunities

The deepening development of globalization has made intercultural communicative competence an increasingly important skill for international exchange and cooperation. This provides a broad space for development and practical application scenarios for the teaching of intercultural communicative competence.

The advancement of information technology offers new opportunities for the cultivation of intercultural communicative competence. Online communication platforms and virtual simulation technologies can provide students with practical opportunities to simulate cross-cultural communication, enhancing the learning experience.[4]

8.3. Conclusion

The cultivation of intercultural communicative competence is a complex process that involves the interaction of various factors. There are differences between domestic and international approaches in terms of cultivation goals, teaching methods, and educational emphases, but there are also common challenges and opportunities. Future research and teaching practices should pay more attention to the comprehensiveness and adaptability of the cultivation of intercultural communicative competence to meet the demands of such competence in the era of globalization.

9. Conclusion and Recommendations

9.1. Conclusion

Through a comprehensive analysis of domestic and international models and practical cases of intercultural communicative competence cultivation, this study has arrived at the following main findings:

Multidimensionality of intercultural communicative competence cultivation: Intercultural communicative competence includes not only mastery of language knowledge but also involves multiple aspects such as cultural understanding, cognitive transformation, and behavioral adaptation.[5]

Importance of cultural sensitivity: Sensitivity and adaptability to different cultural backgrounds are key to successful communication in intercultural settings.[8]

Diversity of teaching methods: Effective cultivation of intercultural communicative competence requires a combination of explicit and implicit teaching methods, promoting active student learning and in-depth experience through interactive teaching methods such as case analysis and role-playing.[13]

The contribution of this study lies in providing a theoretical framework for the cultivation of intercultural communicative competence based on Chinese college students and exploring how to implement this framework in foreign language education to enhance students' intercultural communicative abilities.

9.2. Recommendations

Integrate teaching resources: Foreign language education should integrate language teaching with cultural teaching, offering a more comprehensive intercultural communicative competence cultivation program through interdisciplinary collaboration.

Enhance practical components: Encourage students to participate in international exchanges, Model United Nations, and other practical activities to improve their communication skills and cultural adaptability through real or simulated intercultural situations.

Teacher professional development: Strengthen the training of foreign language teachers in intercultural communicative competence to enhance their ability to design and implement intercultural teaching.

9.3. Research Prospects

Future research can explore the following directions:

Intercultural communicative competence assessment system: Develop and validate assessment tools for intercultural communicative competence suitable for Chinese college students, providing a basis for feedback and improvement in teaching.

Relationship between intercultural communicative competence and academic achievement: Investigate the impact of intercultural communicative competence on students' academic achievements and international perspectives to inform educational policy-making.

Application of technology in the cultivation of intercultural communicative competence: Explore the potential of information technology, particularly virtual reality and online communication platforms, in simulating intercultural communication scenarios.