Internet-based development of cultural knowledge and awareness
Attitudes, obstacles and potential in Chinese Higher Education
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It is widely recognised that foreign language teaching is incomplete without Intercultural Communicative Competence (ICC). With increasing adoption of Internet technology in China, the Internet might be used to improve Chinese student's ICC. However, little research has been conducted to determine Chinese learner's attitudes towards integrating ICC into English learning via the Internet. Furthermore, few empirical studies have explored the elements likely to facilitate or impede the adoption of Internet-based, ICC-focused English learning in Chinese Higher Education (HE), where access is contr...
It is widely recognised that foreign language
teaching is incomplete without Intercultural
Communicative Competence (ICC). With increasing
adoption of Internet technology in China, the
Internet might be used to improve Chinese student's
ICC. However, little research has been conducted to
determine Chinese learner's attitudes towards
integrating ICC into English learning via the
Internet. Furthermore, few empirical studies have
explored the elements likely to facilitate or impede
the adoption of Internet-based, ICC-focused English
learning in Chinese Higher Education (HE), where
access is controlled and the learning culture is
distinctive.
Based on the data collected from hundreds of
Chinese students, the findings suggest that they
held very positive attitudes towards improving their
ICC via the Internet. The findings also reveal the
extent to which different factors could impact on
Internet-based cultural learning in a Chinese
university. The advantages of using the Internet for
improving cultural knowledge, as identified in this
study, suggest that Internet-based, ICC-focused
English learning could play a useful role in Chinese
HE.
teaching is incomplete without Intercultural
Communicative Competence (ICC). With increasing
adoption of Internet technology in China, the
Internet might be used to improve Chinese student's
ICC. However, little research has been conducted to
determine Chinese learner's attitudes towards
integrating ICC into English learning via the
Internet. Furthermore, few empirical studies have
explored the elements likely to facilitate or impede
the adoption of Internet-based, ICC-focused English
learning in Chinese Higher Education (HE), where
access is controlled and the learning culture is
distinctive.
Based on the data collected from hundreds of
Chinese students, the findings suggest that they
held very positive attitudes towards improving their
ICC via the Internet. The findings also reveal the
extent to which different factors could impact on
Internet-based cultural learning in a Chinese
university. The advantages of using the Internet for
improving cultural knowledge, as identified in this
study, suggest that Internet-based, ICC-focused
English learning could play a useful role in Chinese
HE.
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