Chapter One Introduction
1.1 Background of the research
随着21世纪的到来，在科学和技术，并在运输和电信，尤其是在快速增长的互联网的运用，进步的发展已经从字面上缩水世界进入马歇尔MC鲁汉的，地球村的概念。“人们从越来越多的不同文化和语言取得关系，彼此每天的基础上。因此，培养大学生的跨文化交际能力，英语论文网站，尤其是对非英语系学生，英语论文，已成为中国英语教学的一个主要问题。
With the arrival of the 21stcentury, the development in science and technology and theadvancement in transportation and telecommunication, especially the rapid growth in theapplication of the Internet, have literally shrunk the world into Marshall McLuhan’sconcept of ―global village.‖ People from different cultures and languages increasingly getin touch with one another on a daily basis. As a result, cultivating intercultural competenceof college students, especially of the non-English majors, has become a major concern inEnglish teaching in China.
1.1.1 Challenges to English teaching in the era of globalization
英语在世界上，在三个不同的背景：英语作为母语（母语），英语作为第二语言（ESL）和英语作为一门外语（英语）。人们已经发现，今天使用的大部分是由非母语的人来说，它作为外语或第二语言“的数目已经超过了数而得名母语（张洪岭张红玲，2017年，页10）。英语学习在中国属于第三类。大多数学生开始在学校学习英语，他们的英语课大多使用英语。然而，在新的千年，世界进入全球化时代，英语已经确立了自己在中国作为一种国际语言（EIL）（张，2017年，麦凯，2017年）这一新的方向挑战英语教学的一个新的视角中国培养学生的跨文化交际能力已经取代语言精通的目标。
In the world, English is used in three different contexts: English as a native language(native speakers), English as a second language (ESL) and English as a foreign language(EFL). It has been found that most of its use today is by non-native speakers and thenumber of people speaking it as a foreign or second language has surpassed the number ofits native speakers (Zhang Hongling 张红玲, 2017, p. 10). English learning in Chinabelongs to the third category. Most students begin to learn English in school and mostlyuse English in their English class. However, in the new millennium, with the world cominginto the era of globalization, English has established itself as an international language inChina (EIL)(Zhang, 2017; McKay, 2017) This new orientation challenges English teachingin a new perspective in China. Cultivating students’ intercultural competence has replacedthe goal of being linguistically proficient.
1.1.2 Status quo of College English teaching in China
First, the author would like to clarify that College English in this thesis refers to theteaching of English to those who do not take English as their major in colleges anduniversities (thereafter non-English majors). At present, English teaching at the tertiary level is carried out in two main areas inChinese colleges: English for English majors and English for non-English majors. Amongthem the non-English majors make up an overwhelming majority of English learners inChina. Therefore their achievement in English learning is of vital significance to thesuccess of English teaching in China.
At a National College English Symposium held in Beijing in 1999, Shenghua Jing(井升华) also pointed out that our country's college English teaching seemed to betest-oriented. Although many students had passed national CET4 or CET6 tests, theywere still quite poor in communicative competence. They could produce grammaticallycorrect sentences, however, they did not know how to use them properly in differentsocial contexts. Some undergraduates or postgraduates working in joint ventures couldnot read simple telex or correspondence, and also failed to communicate properly withnative English speakers. (Jing, 1999)Dinglan Gu (顾定兰) reported that over 90% of the companies in China regarded thatthe majority o
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