PERCEPTIONS AND BARRIERS OF CHINESE ENGLISH MAJOR STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE

This mixed-methods study investigates the intercultural communicative competence (ICC) of Chinese English major students, examining their self-perceptions and the barriers that hinder their development of ICC. Drawing on Chen and Young’s (2012) ICC model, the study explores the cognitive, affective, and behavioral dimensions of ICC, integrating insights from existing literature to contextualize the findings. We collected data from 200 sophomore English major students in a Chinese higher education institution using questionnaires and semi-structured interviews. The findings indicate that students perceive their ICC moderately, reflecting foundational awareness but highlighting significant gaps in cultural knowledge, emotional readiness, and behavioral adaptability. Barriers identified include limited real-world exposure to native speakers, an exam-oriented educational system emphasizing linguistic accuracy over practical communication skills, fear of making mistakes, and cultural biases and stereotypes. This study contributes to the field of intercultural education by providing actionable insights for educators and policymakers. It aims to cultivate culturally competent English learners in China and advocates for educational strategies that prioritize both linguistic proficiency and intercultural skills, preparing students to navigate and excel in an increasingly globalized world.