Chapter 1 Introduction/1
1.1 Background of the Research/1
1.2 Context/5
1.2.1 The Geo-political Context/5
1.2.2 The Learning Context/6
1.3 The Significance of the Research/7
1.4 An Integrated Framework and Its Aim and Research Question/8
Chapter 2 Literature Review/11
2.1 Overview/11
2.2 Culture and Language/12
2.2.1 Culture/12
2.2.2 Culture and Language Teaching and Learning/14
2.2.3 Tertiary Socialization/17
2.3 IC， ICC and Related Theories/18
2.3.1 Understanding Intercultural Communication/18
2.3.2 Intercultural Communicative Competence/21
2.3.3 Other Influential Theories/23
2.4 ICC Discussion in China/24
2.4.1 Historical Development/25
2.4.2 Current Models/27
2.4.3 Key Dimensions of ICC Relevant to China/29
2.4.4 An Integrated Model/36
2.5 Operationalisation of the Framework/39
2.6 EFL Curriculum for Intercultural Communicative Competence/42
2.6.1 The Definition of Curriculum/42
2.6.2 Stages for Planning an ICC Curriculum/43
2.6.3 A Cultural Awareness-oriented Curriculum/44
2.6.4 Sequence/Order， Integration and Continuity/46
2.7 ICC Assessment/47
2.7.1 Assessment of ICC in China/.47
2.7.2 Assessment Methods of ICC/48
Chapter 3 Methodology/52
3.1 Introduction/52
3.2 Epistemology and Ontology/52
3.3 Practitioner Research Approach/54
3.3.1 The Definition of Practitioner Research/55
3.3.2 Action Research/56
3.4 Methods/58
3.4.1 Participants and Setting/58
3.4.2 Data Collection Instruments/59
3.5 The Description of the Research/63
3.5.1 The Overall Teaching Plans/63
3.5.2 The Design of Action Research/69
3.6 Trustworthiness/75
3.7 Ethical Issues/75
Chapter 4 Data Analysis/77
4.1 Language Proficiency and Knowledge/77
4.1.1 Language Proficiency/78
4.1.2 Cultural Knowledge of Other Cultures and of One’s Own Culture/90
4.1.3 The Assessment of Language and Knowledge in China: Gaokao and English Contests/94
4.2 Attitudes/99
4.2.1 Openness/100
4.2.2 Empathy/106
4.3 Development and Application of Skills/115
4.3.1 Skills of Discovering/115
4.3.2 Skills of Interpreting/118
4.3.3 Skills of Comparing/122
4.3.4 Skills to Mediate/125
4.3.5 Using Skills in Real Communication/127
4.3.6 Conclusion/131
4.4 Critical Cultural Awareness/131
4.4.1 Critical Reflection on One’s Own Culture and Otherness/133
4.4.2 Making Judgments According to Internationally Valued Norms/136
4.4.3 Awareness of Stereotypes and Prejudice/138
4.4.4 Critical Thinking/142
Chapter 5 Findings and Implications/150
5.1 Highlights of the Findings/150
5.1.1 The Expansion of Cultural Knowledge Contributing to the Promotion of Language Proficiency/150
5.1.2 The Cultural Awareness-oriented Curriculum Triggering Students’ Curiosity and Empathy/152
5.1.3 The Cultural Awareness-oriented Curriculum Helping Students Discover， Interpret， Compare and Deal with the Cultural Conflicts/153
5.1.4 The Cultural Awareness-oriented Curriculum Triggering Students to Reflect on the Culture of Otherness and Culture of Their Own/154
5.2 Implications and Suggestions/157
5.2.1 Implications for School Leaders/158
5.2.2 Implications for School Teachers/160
5.2.3 Implications for High School Students/163
5.3 Immediate Impact/163
5.4 Limitations/164
References/166
后 记/177
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