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<p>In this paper, business English majors from secondary vocational schools in province G were selected as the survey object to investigate the level of their intercultural communicative competence. The English intercultural literacy assessment system was determined using fuzzy hierarchical analysis, followed by the weight coefficients of indicators at all levels. Comparative experiments and questionnaires were employed to investigate if the four-in-one model teaching could enhance students’ intercultural communication competence. The results show that the average value of the current status of intercultural communication competence of Business English majors is 3.013, which is a low level. The weight of intercultural communication skills in the assessment of intercultural literacy is 0.414. The four-in-one model of teaching can significantly enhance the dimensions of intercultural communicative engagement, international perspective, communication skills, and communicative pleasure with p-values of 0.001, 0.012, 0.028, and 0.012, respectively. The experimental class’s mean total score on the posttest of intercultural communicative competence was 86.85, a 6.25-point improvement over the control group.</p>
</abstract>

In this paper, business English majors from secondary vocational schools in province G were selected as the survey object to investigate the level of their intercultural communicative competence. The English intercultural literacy assessment system was determined using fuzzy hierarchical analysis, followed by the weight coefficients of indicators at all levels. Comparative experiments and questionnaires were employed to investigate if the four-in-one model teaching could enhance students’ intercultural communication competence. The results show that the average value of the current status of intercultural communication competence of Business English majors is 3.013, which is a low level. The weight of intercultural communication skills in the assessment of intercultural literacy is 0.414. The four-in-one model of teaching can significantly enhance the dimensions of intercultural communicative engagement, international perspective, communication skills, and communicative pleasure with p-values of 0.001, 0.012, 0.028, and 0.012, respectively. The experimental class’s mean total score on the posttest of intercultural communicative competence was 86.85, a 6.25-point improvement over the control group.

Cultivation of International Vision and Communication Ability for English Majors in the Context of Cross-Cultural Communication

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

In this paper, business English majors from secondary vocational schools in province G were selected as the survey object to investigate the level of their...

Cultivation of International Vision and Communication Ability for English Majors in the Context of Cross-Cultural Communication

Pubblicato online: 05 ago 2024

Pagine: -

Ricevuto: 13 apr 2024

Accettato: 29 giu 2024

DOI: https://doi.org/10.2478/amns-2024-2229

Parole chiave
Intercultural communicative competence, Fuzzy hierarchical analysis, Four-pronged approach, Weighting coefficients

© 2024 Yue Qiu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Cultivation of International Vision and Communication Ability for English Majors in the Context of Cross-Cultural Communication

Pubblicato online: 05 ago 2024

Pagine: -

Ricevuto: 13 apr 2024

Accettato: 29 giu 2024

DOI: https://doi.org/10.2478/amns-2024-2229

Parole chiaveIntercultural communicative competence, Fuzzy hierarchical analysis, Four-pronged approach, Weighting coefficients

© 2024 Yue Qiu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Parole chiave
Intercultural communicative competence, Fuzzy hierarchical analysis, Four-pronged approach, Weighting coefficients