作者最好的大学英语课堂绩效考核的跨文化敏感性力的学生进行了进一步的调查，并采访他们的英语老师来有效地干扰与非英语本科学生通过定性的探讨和研讨跨文化交际的障碍，和一些跨文化的敏感性力水平的作用因素。
1 Introduction引言
1.1 Current situations目前形势
跨文化的敏感性（ICS）已经吸引了学者们越来越多的关注与跨文化交际的蓬勃发展，在全球化的过程中。Bronfen布雷纳，史密斯和胆的方式（1958年，英语论文，2017年由陈引述）是其中的第一批学者在这方面，他们提出了“敏感”的概念。了基于他们认为，敏感度的广义其他的个体异同和灵敏度有两种基本类型的敏感度是非常重要的交际能力Intercultural sensitivity(ICS) has attracted scholars' increasing attention with thebooming development of intercultural communication, in process of globalization.Bronfenbrener, Harding and Gallway(1958; quoted by Chen, 2017) are among thefirst batch of scholars in this area，they put forward the conception of "sensitivity". Intheir opinion, the sensitivity to the generalized other and the sensitivity to individualdifference are two basic kinds of sensitivities which are important to communicativecompetence.Milton Bennett(1984; quoted by Chen, 2017) came up with the concept"intercultural sensitivity", he considers intercultural sensitivity as a developmentalprocess of cognizance, emotion and behaviour. And he also specified six different stagesto account for intercultural sensitivity: denial, defense, minimization, acceptation,adaptation and integration.Chen Guoming and William Starosta's study has offered new ideas to this field,Chen and Starosta (1996) defined intercultural sensitivity as "a person's ability todevelop a positive emotion towards understanding and appreciating cultural differencesthat promotes appropriate and effective behaviour in intercultural communication"(Chen& Starosta, 1996). Besides, they pointed out that intercultural sensitivity is a dynamicand multidimensional concept, then specified six elements of intercultural sensitivity toaccount for the conception: self-esteem, self-monitoring, open-mindedness, empathy,interaction involvement and non-judgment.In recent years, scholars has gone further in the field of intercultural sensitivity,especially in which of assessment (measurment). According to the last research, it isimproved that intercultural sensitivity is bound up with intercultural communicationcompetence closely, the sensitivity to the other cultures is deemed to the paramountcy ofsuccessful intercultural communication (Peng, 2017). So the cultivation of interculturalsensitivity is believed to be the key to improve the intercultural communicationcompetence. On the way to the the cultivation of intercultural sensitivity, the assessmentof that is the first step.As what have mentioned above, Chen & Starosta (1996) specified six elements ofintercultural sensitivity to account for the conception: self-esteem, self-monitoring,open-mindedness, empathy, interaction involvement and non-judgment. During theirlater hard work, they have duduced 72 items which can represent these six elements, onthe basis of interrelated theory on intercultural communication competence. Then theyhave finally abstracted 24 item to consist of an assessment form after 4 times'successive tests (Chen & Starosta, 2017). Up to now, this assessment form tointercultural sensitivity is the newest and the most reliable one. In America, Britain,German, Spanish and many other countries, there some scholars are testing thereliability of this assessment form on the different cultural backgrounds (Fritz,Mollenberg & Chen, 2017).In China, scholars also have done some relevant investigations and assessments,the achievement，英语论文网站 |
