Empirical Study on Intercultural Communication Teaching for English Majors in Chinese Universities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The relationship between intercultural communication competence and foreign language teaching has been attended to worldwide for many years. Its importance has also been well recognized. In China, many universities have run Intercultural Communication as an individual course at both undergraduate and postgraduate levels. This paper presents findings from an empirical research on intercultural communication teaching for undergraduate English majors from six universities in Yunnan province in southwest China. It focuses on students’ perception of present intercultural communication course in terms of purpose of learning, content and effective approaches, expectations for teachers and suggestions for improving the course. Based on data analysis, this paper puts forward some implications on intercultural communication teaching. Teachers should help students to develop appropriate cultural attitudes and improve their intercultural communication competence so as to meet the demand of the globalized world. Meanwhile, collaboration among researches and teachers are advocated to improve teaching of intercultural communication. Key words: Intercultural communication; English majors; Perception; Teaching
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it