International College at Yunnan Agricutural University
Author Affiliation in Chinese
The demand for Chinese learning in the world puts forward higher needs for the competence of a CFL (Chinese as a Foreign Language) teacher. A CFL teacher’s intercultural communication competence (ICC), as a unique and critical part, needs to be concerned more. Inductive and descriptive approaches were used to analyze 86 ICC cases identified from "Cases and Analysis of Cross-cultural Communication" and "Detailed Explanation of Classic Cases of International Chinese Teachers." The cases were categorized into seven cross-cultural communication elements: environmental adaptation, cross-cultural integration, cross-cultural communication, self-regulation, communication, foreign language, and team spirit. Typical cases of each category were selected to analyze and clarify how to improve a CFL teacher’s ICC. Based on the results, we made suggestions on improving the CFL Teacher’s ICC to universities, talent selection and training institutions, and teachers.
Li, Shunqin and Shu, Ting
"CFL Teachers’ Intercultural Communication Competence through Case Analysis,"
Chinese Language Teaching Methodology and Technology: Vol. 4:
1, Article 6.
Available at: https://engagedscholarship.csuohio.edu/cltmt/vol4/iss1/6