CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.1.1 IC and ICC
1.1.2 TEFL and ICC
1.1.3 ICC Studies and TEFL in China
1.2 Problem Statement
1.3 Research Objectives
1.4 Research Questions
1.5 Scope of the Study
1.6 Significance of the Study
1.7 Definition of Key Terms
1.8 Organization of the Chapters
CHAPTER 2 LITERATURE REVIEW
2.1 Introduction
2.2 Conceptualization and Theoretical Models of ICC
2.2.1 Conceptualization of ICC
2.2.2 Theoretical Models of ICC
2.2.3 G.Chens Conceptualization of ICC and ICC Model
2.2.4 Summary
2.3 Key Studies of TEFL in Developing ICC
2.3.1 Teaching Materials，Methods and Models
2.3.2 Teachers Prepared for Culture and Language Education
2.3.3 Internet in Developing ICC
2.3.4 Teaching and learning Language and culture
2.4 Assessment of ICC
2.4.1 Indirect Assessment Tools
2.4.2 G.Chen and His Fellow Scholars ICC Assessment Tools
2.4.3 Direct and Blended Assessment Tools
2.4.4 Assessing ICC in Education
2.5 Review of Key Studies in China
2.5.1 Theoretical Inquiry in ICC
2.5.2 Culture Learning and Language Learning in Practice
2.6 A Conceptual Framework for This Research
2.7 Summary
CHAPTER 3 METHODOLOGY
3.1 Mixed Methods for This Research
3.2 Methods for the Questionnaires
3.2.1 Sample
3.2.2 Procedure
3.2.3 Measurement
3.2.4 Data Analysis
3.3 Methods for the Interviews
3.3.1 Sample
3.3.2 Procedure
3.3.3 Measurement
3.3.4 Data Analysis
3.4 Pilot Study
3.4.1 Pilot Questionnaires
3.4.2 Pilot Interviews
3.5 Ethical Issues in This Research
CHAPTER 4 RESULTS AND FINDINGS
4.1 Results from the Questionnaires
4.1.1 Preliminary Analyses of the Questionnaires
4.1.2 Main Analyses of the Questionnaires
4.2 Results from the Interviews
4.2.1 The Interpretation of Theme OneSetting
4.2.2 The Interpretation of Theme TwoLearner
4.2.3 The Interpretation of Theme ThreeTeacher
4.2.4 The Interpretation of Theme FourCurriculum
4.2.5 The Interpretation of Theme FiveAssessment
4.3 Triangulation of the Quantitative and Qualitative Results
4.4 Summary of the Findings
4.4.1 Findings about the First Research Question
4.4.2 Findings about the Second Research Question
4.4.3 Findings about the Third Research Question
4.4.4 Findings about the Fourth Research Question
CHAPTER 5 DISCUSSION AND CONCLUSION
5.1 Discussion of the Findings
5.1.1 Discussion of the Findings Related to Research Question One
5.1.2 Discussion of the Findings Related to Research Question Two
5.1.3 Discussion of the Findings Related to Research Question Three
5.1.4 Discussion of the Findings Related to Research Question Four
5.2 Implications of the Study
5.2.1 Theoretical Implications of the Study
5.2.2 Empirical Implications of the Study
5.2.3 Methodological Implications of the Study
5.3 Limitations of the Study
5.4 Suggestions for Future Research
5.5 Conclusion
REFERENCES
APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Appendix L
Appendix M
Appendix N
Appendix O
Appendix P
Appendix Q
內容試閱：
This book is based upon my Ph.D. thes is passed with excellence in the year 2014 when I was in Malaysia.The following topics will be briefly covered in this preface： significance of the book,
research objectives of the book, organizations of the chapters, and my gratitude to the people who helped me in finishing the book.
Firstly, the significance of the book.It is well known that people of different cultural backgrounds are now living in a world that is highly interdependent and globalized.Therefore, Intercultural Communication Competence ICC becomes an everyday necessity for a qualified citizen living in this global village.And this is particularly true for our Chinese English majors, because they are facing the challenge of pushing our country to a newer and higher position where we Chinese people are creating and sharing together with other nations the experiences and fruits of the new human civilization.This book answers the call for cultivating a new generation of young Chinese English majors to fulfill this task.
Secondly, the research objectives of the book.Based upon the aforementioned rationale, this book sets out to investigate the relationships between the three dimensions of Chinese English majors ICC; to examine the relationships between the factors within the dimensions of their
ICC; to identify the factors that may influence their ICC development so far as our English teaching is concerned; and to measure the extent to which the factors in our English teaching could possibly influence their ICC development.All these tasks are not easy to do and what this author has accomplished should not be regarded as perfect ends.
Thirdly, the organizations of the chapters.In order achieve the objectives listed above, this author arranged his book in five chapters.Chapter One focuses on some introductory issues, such as the
research questions, the significance of the study, the definitions of the key terms, etc.Chapter Two of the book deals with the most relevant literature.Both Chinese and English literature is collected, interpreted, analyzed, and evaluated.Chapter Three introduces the methodology employed in this book-a mixed method in which the qualitative and quantitative methods are combined to answer the research questions.Chapter Four lists the results and findings of the research and Chapter Five discusses the findings and draws conclusions.
Lastly, in this preface, I should express my deepest gratitude to the people who have ever helped me in the publication of the book.These people are： my supervisor, Associate Professor, Dr.Salasiah Che Lah from the University of Science of Malaysia; my dear colleagues from Hebei University and the editors from the Intellectual Property Publishing House; and my family, who supported me when I was in trouble.It is their selfless help that makes me my thesis finished successfully and my book published on time.
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