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ZOU Yanqun
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DOI:10.17265/1539-8072/2026.02.004
Beijing International Studies University, Beijing, China
To address the imbalanced predicament of “overemphasis on foreign cultures and absence of local cultures” in college English intercultural communication courses, this study explores the impact of integrating Excellent Traditional Chinese Culture (ETCC) into such courses on students’ intercultural communicative competence (ICC). It sorts out the three-stage evolutionary characteristics of integrating Chinese culture into foreign language education, namely “cultural attachment—cultural compensation—cultural symbiosis”, and points out the insufficiency of current empirical research. Based on the two-dimensional interactive model of “attitudes and values—metacognition”, and supported by the practical framework of “diversified learning coordination—teaching method matrix—full-link integration”, a quasi-experimental study was conducted. The results show that the experimental group achieved significantly better improvements than the control group in the cognition of traditional culture and the attitudinal, cognitive and behavioral dimensions of ICC. The study proposes the mechanism of “local cultural feedback”, providing theoretical support and a practical paradigm for the reform of intercultural communication courses.
Excellent Traditional Chinese Culture, metacognitive competence, intercultural communicative competence
ZOU Yanqun. A Study on the Integration of Excellent Traditional Chinese Culture and the Progressive Mechanism of Intercultural Communicative Competence. Sino-US English Teaching, Mar.-Apr. 2026, Vol. 23, No. 3-4, 62-72 doi:10.17265/1539-8072/2026.02.004
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