文化智商在大学英语教学中的应用
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ABSTRACT
With the ever deepening of globalization, the intercultural communication has
grown into a daily phenomenon. Admittedly, intercultural communication competence
plays a decisive role in today’s life and therefore cultivation of the competence becomes
an integral part of foreign language teaching.
This paper introduces the concept of cultural intelligence and attempts to find out
the relationships between it and students’ language proficiency and how they are
correlated. It puts forward three hypotheses: 1) The time spent on learning the target
language can be positively correlated with CQ level; 2) The score of CET-4 can be
positively related with CQ level; 3) The time spent on learning English is positively
related with the score of CET-4. Meanwhile, the author carries out a survey in three
colleges in University of Shanghai for Science and Technology by means of a cultural
intelligence scale, personal language study information and a cultural knowledge test.
An analysis based on the data collected is conducted with statistic tools. Main results
and findings of the study are as follows:
1) Hypothesis-1 and hypothesis-2 are not supported. There is no significantly
statistical correlation between the target language learning time and CQ level,
and between the score of CET-4 and CQ level.
2) Hypothesis-3 is supported. There is a medium statistical correlation between the
time spent on learning English and the score of CET-4.
3) From CQS, all participated students have high motivation in intercultural
communication, especially in Intl. Trade (German).
4) As students of Intl. Trade (German) have more time and opportunities of
intercultural communication than students in the other two colleges and also
show higher CQ levels, it is obvious that the more time spent on intercultural
communication, the higher the CQ level.
Finally, CQ application methods are put forward and it is hoped that they are of
help to the cultivation of intercultural competence in college English teaching.
iii
Key words: Cultural Intelligence, Intercultural Communication, ICC,
English Teaching
iv
摘 要
随着全球化的不断发展，跨文化交际已经成为一种日常现象，跨文化交际能力
必不可少。不可否认，如今跨文化交际能力的高低将起到决定性的作用。因此，
跨文化交际能力的培养是英语教学中不可或缺的一部分。
本文引入了文化智商的概念，并试图发现文化智商与学生英语语言水平是否
存在着一定的联系。文章对此提出了三个假设：1）目标语言学习时间与文化智商
正相关；2）CET-4成绩与文化智商正相关；3）英语学习时间与CET-4成绩正相关。
同时，本文通过文化智商测评，个人语言学习情况调查和跨文化客观知识测试对
上海理工大学三个专业（英语（国际贸易），国际贸易（德语）和计算机科学）
的学生展开了调查。作者在统计分析的基础上，对所收集的数据进行了全面系统
的分析。主要分析结果如下：
(1) 假设 1和假设 2不成立。 目标语言学习时间与文化智商，CET-4 成绩与文
化智商不成正比，且没有相关性。
(2) 假设 3成立。英语学习时间与 CET-4 成绩成正比，成中等相关性。
(3) 从CQ 测试水平来看，参与学生都具有很高的跨文化交际的积极性，这在
中德国际贸易专业的学生中显得尤其明显。
(4) 研究发现，中德学院的学生在跨文化交际的时间和机会要多于其他两个专
业的学生。他们的 CQ 水平也要高于其他学生。由此可见，增加学生跨文
化交际的时间和机会，有助于提高他们的文化智商。
最后，本文提出对于文化智商理论的应用。希望以此将文化智商理论中的跨
文化能力提升方案应用到大学外语教学中，以帮助提高外语教学中对跨文化能力
的培养效果。
关键词：文化智商 跨文化交际 跨文化交际能力 英语教学
CONTENTS
Acknowledgements .......................................................................................................... i
ABSTRACT .....................................................................................................................ii
摘 要 ............................................................................................................................... iv
Chapter One Introduction ............................................................................................. 1
§1.1 Background of the Study .......................................................................................1
§1.2 Related Studies......................................................................................................4
§1.3 The Reason to Choose CQ .................................................................................... 5
§1.4 Structure of the Thesis ...........................................................................................6
Chapter Two: Review of Related Literature and Researches .................................... 7
§2.1 Communication and Intercultural Communication ...............................................7
§2.1.1 Definition of Culture and Communication ..................................................... 7
§2.1.2 Intercultural Communication ..........................................................................9
§2.2 Intercultural Communication Competence ......................................................... 12
Chapter Three Introduction to the Study of Cultural Intelligence ..........................20
§3.1 Cultural Intelligence ............................................................................................ 20
§3.1.1 Definition of Cultural Intelligence ............................................................... 20
§3.1.2 Three Facets and Six Profiles of CQ ............................................................ 26
§3.2 Language Proficiency and CQ ............................................................................ 30
§3.3 CQ Measurements ............................................................................................... 32
§3.3.1 Brief Introduction to Cultural Intelligence Scale (CQS) .............................. 32
§3.3.2 Development .................................................................................................33
§3.3.3 Validity and Reliability of CQS ................................................................... 34
Chapter Four: Case Study---Survey on CQ Level of College Students ................... 36
§4.1 Research Hypothesis ........................................................................................... 36
§4.2 Research Design .................................................................................................. 36
§4.2.1 Subjects ............................................................................................................ 37
§4.2.2 Instrument .........................................................................................................38
§4.3 Data Collection ....................................................................................................39
Chapter Five: Result .....................................................................................................41
§5.1 Relationship between CQS Total and Years & Daily Time of English learning 41
§5.2 Relationship between CQS Total and CET-4 ..................................................... 42
§5.3 Relationship between CQS Three Factors and CET-4 respectively ....................43
§5.4 Relationship between COG of CQS and Cultural Knowledge ........................... 44
§5.5 Relationship between different gender groups of CQS Total and CET-4 ...........45
§5.6 Comparison between Three Majors in CQS Total, CET-4, Years & Daily Time
of English learning ...................................................................................................... 46
§5.7 The Ratios of Avg. COG to COG Total, MOT to MOT Total and BEH to BEH
Total among Three Majors .......................................................................................... 47
§5.8 Descriptive Statistics of students’ attitudes in English learning ......................... 48
§5.9 Relationship between English Learning Time and CET-4 ..................................49
Chapter Six: Discussion on College English Teaching Based on Results ................ 50
§6.1 Implications of Results ........................................................................................ 50
§6.1.1 The Results of Hypotheses ........................................................................... 50
§6.1.2 Analysis on Students’ CQ Scores ................................................................. 51
§6.1.3 Comparison among Groups from Three Majors and Some Implications .....54
§6.2 College English Teaching Strategies in Intercultural Communication ............... 58
§6.2.1 CQ Cultivation in Chinese College .............................................................. 58
§6.2.2 Students’ Role in CQ Cultivation .................................................................59
§6.2.3 Teachers’ role in CQ cultivation .................................................................. 60
§6.2.4 CQ Theory and Training Methods Applied in College English Teaching ... 61
Chapter Seven: Conclusion ..........................................................................................67
§7.1 Major findings of the Study ................................................................................ 67
§7.2 Limitations .......................................................................................................... 67
§7.3 Future research .................................................................................................... 68
Appendix 1 ..................................................................................................................... 69
Appendix 2 ..................................................................................................................... 71
Appendix 3 ..................................................................................................................... 73
Bibliography .................................................................................................................. 75
在校期间公开发表的论文 .............................................................................................78
Chapter One Introduction
1
Chapter One Introduction
§1.1 Background of the Study
In the globally connected world today, especially such megalopolis as Shanghai,
Intercultural Communication has grown into a state of ubiquity. Thus, it seems
extremely necessary and significant to learn the skills of Intercultural Communication
and Intercultural Business Communication in Shanghai.
Survey carried out by the International Labor Organization has pointed out that
70% failures of international businesses are caused by “Cultural Difference”. A research
report by world famous consulting company Accenture (2007) suggests that 44% of
participants in multinational enterprises agree that the unfamiliarity with local culture
and business mode, the most conspicuous bottle-neck in cross-culture, thereby
rendering all the more necessary.
We note that one of preconditions for Chinese enterprises to stand globally is the
very fact that the leaders acquire qualified skills of “Cultural intelligence” (CQ), which
refers to leaders’ intelligence in appropriately conducting combination of cultural
factors and business means to achieve good profits in diverse cultural settings. The CQ
theory in business was first put forward by Christopher Earley in Harvard Business
Review 2004, and then widely accepted by people.
Recently, a research report on internationalization of Chinese managers conducted
by The Fortune and New Leaders International, points out that, of all survey items, the
internationalized insight is attached by much more eyes. But the research also embodies
that those interviewees have rare chance to go abroad and to acquire helpful
international experiences to broaden their horizons. Their proficiency in intercultural
communications is not satisfactory enough. Thus, it could be concluded that they are not
capable of leadership with international skill tactfully and appropriately across foreign
cultures. Interviewees establish individual business network in domestic scale; 28% of
them develop business network in global scale; and only 20% of them have willingness
to share better practical methods with foreign counterparts.
Application of CQ Theory in College English Teaching
2
Li Dongsheng, the CEO of TCL, points out that whether intercultural leadership is
qualified or not determines the probability of achieving global success on the part of
enterprises.
Suggestions to resolve such problems have been unveiled by a professor in
Tsinghua University. We advised to attach importance to the cultivation of Intercultural
Intelligence, and to make great efforts in improving English language skills. Even
though our enterprise leaders are not experts in English, it is incumbent upon them to
acquire some oral English skills, which could earn respect from people from other
cultures. In addition, that professor suggests that enterprise leaders need to grasp all
chances to have a “cultural baptism” in various countries, enhancing their cognition and
experience of other cultures coupled with their CQ.
In such social background------with a multitude of multinational enterprises
entering China and Chinese enterprises going outside, there is an increasing demand of
intercultural communication talents and intercultural leaders in China. Foreign language
teaching, as a matrix of cultural dissemination, attaches importance to the cultivation of
students’ intercultural communication competence based on the improvement of their
language competence. To build solid foundation of students to establish
internationalized people network and global insight in the future.
Here we should admire the perspicaciousness of scholars and teachers in the field of
foreign language teaching. As early as 2004, in the College English Curriculum
Requirements (For Trial Implementation) (2004), they have set the objective of college
English, which is to “develop students’ ability to use English in an all-round way,
especially in listening and speaking, so that in their future work and social interactions
they will be able to communicate effectively through both spoken and written
channels…” That means students, possibly as intercultural communicators, need to
reach a certain level in listening, speaking, reading, writing, and translation in order to
achieve effective information exchange. Thus, the significance of the students’ language
proficiency should be emphasized greatly.
Campbell and Wales (1970) and Hymes (1972) once proposed the concept of
“communicative competence”, which aims to develop students’ capability to use
language in a communicative way; and set the aim of language learning to cultivate the
students’ ability to perform a repertoire of speech acts so as to take part in speech events.
In the construct of communicative competence, language competence is included as the
Chapter One Introduction
3
premise or the “possibility” of communication; social cultural competence is also taken
into the construct as one of its elements, which can achieve the “appropriateness” of
communication. This theory has a great impact on foreign language education, and a
general agreement has been reached by the field of foreign language education, that is,
the ultimate goal of foreign language education is to cultivate and develop students’
communicative competence. As the research advanced, Kim (1991) expanded the
concept of communicative competence, by proposing “intercultural communication
competence”. Since current foreign language education definitely involves two or more
cultures in the process of teaching and learning, nowadays the term “intercultural
communication competence” is favored by the majority of the scholars and teachers in
the field. The same trend can be identified in China’s foreign language education. As
noted by Gao (2002), in the past several decades, the purpose of foreign language
education has been changed from the cultivation of “language competence” to
“communication competence” and to “Intercultural Communication Competence
(ICC)”.
The fact, however, is far beyond our expectation. Lack of competent intercultural
communication skills is an extremely severe problem for global-oriented enterprises,
particularly for the leaders. And studies on the relationship between students’ language
proficiency and communication competence have been done for many times. Wang
(1990) notes in his study, subjects’ social-cultural competence dramatically lags behind
their language competence. In Fu and Li (2003)’s research, they also argue that
although Chinese students possess certain level of language competence, they still
behave passively in real intercultural communication. Zhang (2001) claims there is a
great gap between students’ language competence and their intercultural competence.
The similar result can be found in Zhong and Fan (2001)’s research, which reveals that
students’ language competence exceeds their social cultural communication competence
tremendously.
Therefore, those facts and evidences greatly urge us to attach importance to the
cultivation of students’ intercultural communication skills. We need to have an in-depth
investigation into the students’ ICC level and to view our teaching, curriculum and
methods in college English teaching.
Then, in order to help students to upgrade the effectiveness in intercultural
communication (Curriculum Requirements, 2004), it is necessary for us to know clearly
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iiABSTRACTWiththeeverdeepeningofglobalization,theinterculturalcommunicationhasgrownintoadailyphenomenon.Admittedly,interculturalcommunicationcompetenceplaysadecisiveroleintoday’slifeandthereforecultivationofthecompetencebecomesanintegralpartofforeignlanguageteaching.Thispaperintroducestheconceptofcu...
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