1．目的及意义
1.Research Purposes and Significance

On the one hand, with the fast development ofthe internationalization, intercultural communication has become more and moreimportant all over the world. Therefore, it is not surprising that a newemphasis on culture learning, the basic step for students to achievingsuccessful intercultural communication, in worldwide foreign languagecurriculums. What’s more, since the reform and opening up, especially in today’sdevelopment of The New Road Silk, China has increasingly frequent communicationwith foreign countries not only in political and economic aspects, but also incultural. Therefore, the need for much more outstanding college graduates inintercultural communication is extremely urgent. Intercultural communicativecompetence (ICC) is necessary for college students to cultivate an awareness ofthe cultural equality, to develop an appreciation and tolerance for thecomplexities of foreign cultures, to improve their analysis ability of diversecultures, and to give a reflection on the multiple dimensions of their nativecultures.

On the other hand, compared to thetraditional way to improve students’ intercultural communicative competence,real-life materials are always preferred due to their cultural authority, suchas films and TV series. It covers various information about the foreigncountries from political background to general people’s life, which comes fromreality and then recreates it. The combination of sound and vision is dynamic,immediate and accessible.

In a word, it is clear that ICC plays animportant role in modern society and one of the effective ways to enhance thiscompetence is through films and TV series from foreign countries. Therefore,the author takes a reference to the domestic and overseas journals over the 50years and get some conclusion from their studies in above. The paper is to fillthe gap in this field of research. Theoretically speaking, to stress ondeveloping non-English students’ ICC as an important goal in their collegestudy; and practically speaking, to provide some useful and feasible suggestionfor English teachers who will use English films and TV series as a teachingtool to enhance culture learning and improve students’ ICC.

2.Previous Researches Abroad and at Home

The abroad study of ICC began in 1950s andrapidly developed after the end of the Cold War. Foreign scholars did extensiveresearches from various fields to define the meaning of ICC. At first, Hymes(1972) introduced the new term communicative competence that means the abilityto convey and interpret messages and to negotiate meaning with other speakersin specific contexts. Over the years, many other authors have refined the term.Canale and Swain (1980) identified four components of communicative competence,including grammatical competence, sociolinguistic competence, discoursecompetence and strategic competence. It not only refers to use of linguisticsystem, but also involves the ability and strategies in which language is used.However, Bachman (1990) modified their theory in a more detailed way. He addeda new category called organizational competence covering grammatical competenceand textual competence and divided pragmatic competence into two subcategories.Later, it is Byram (1997) that restated and complemented the notion ofcommunicative competence as ICC in an attempt to rescue the substantialpresence of the cultural dimension that language contains.

At the same time when some foreign scholarswere figuring out the connotation of ICC, some focus on characteristics andfunctions of films in help for language teaching and acquisition. Long (1983)mentioned that movie can improve the students’ listening and improve theirconfidence. Ur (1984) said films can offer students more opportunities offeeling the real language. Maggio Hadley (1993) pointed out that movies canimprove students’ ability of guessing and distinguishing complex information.Mark Pegrum (2005) did a survey that leads to a conclusion that film may beuseful in supporting the linguistic, cultural and intercultural aims oflanguage teaching, especially the last. Magdalena Szyszka (2015) presented thefindings of a small-scale study that the respondents’ view watching films andlistening to music as very influential in improving their listening skills. Allthese scholars above admit the positive effect on students ICC. However, thereare a few scholars holding different opinions. Mast (1983) mentioned that somefilms would make the classroom-learning environment unserious.

In China, the study of ICC is later and thenumber of scholars is smaller than abroad. There are some scholars holding theidea that ICC is a system. Jia Yuxin (1997) pointed out that ICC includes the systemof basic communicative ability, the system of emotional and relational ability,the system of plot ability and the system of communicative strategies. YangYing and Zhuang Enping (2007) argued that ICC is composed with theglobal-awareness system, the culture-adjustment system, the system of knowledgeand the system of practical communicative ability. Then in the 21th century,scholars at home were more and more interested in the study of improvingforeign language learner’s ICC. According to the data from the questionnaires,Gao Yongchen (2006) clarified the level of college students’ ICC and their putforward some constructive suggestions including the enrichment of teachers’ICC, a comprehensive reform of English teaching and the creation of interculturalcommunication. He Yiping (2008) then carried out a more specific study on thereform in English teaching to improve students’ ICC. With the former study,during the recent 10 years, an increasing number of researches focus on theinfluence of English films on students’ ICC in English teaching classroom. YuYanli (2010), Luo Hongfang (2010) Wu Xinli (2016) elaborated on the importance,advantages, functions and different ways to enhance students’ ICC with the helpof English films.

In conclusion, the previous researches bothabroad and at home have done a lot on the definition of ICC and mainly focus onthe advantages of using films or other visual materials to promote learner’scultural awareness and language competence. However, only a few researches havementioned the disadvantages of using films in influencing learners’ ICC. Inaddition, the authoritative research on this field is rare.

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2. 研究的基本内容与方案

{title} 1.Basic Research Contents

1.Introduction

1.1 Research background

1.2 Research purposes and significance