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1、AbstractOverthelasttwodecades,thediscussioncarriedoninTEFLhasbeenconcentratedonthedichotomybetweengrammaticalcompetencevs.communicativecompetence.However,asthecommunicativeapproachinTEFLisgainingincreasingpopularityandresearchesonlanguageandculturehavebeendon
2、epervasively,moreandmoreresearchersandscholarsbegintoconcernthemselveswithlearners'ICCcompetenceratherthanthetwomentionedabove.EvenAmericanCouncilontheTeachingofForeignLanguagehasaddedthesocio-culturalcompetencetocommunicativecompetence.Tosumup,thedevelopment
3、ofthelearner'sICCcompetencehasbecometheultimategoalinTEFL.However,foralongtimeinChina,thegrammar-orientedperspectivehasledtotheemphasisonthelearner'sgrammaticalcompetenceinsteadofhisICCcompetence,whichresultsintheinefficiencyofTEFLinChina.Ontheotherhand,event
4、houghitisnowcommonlyacceptedthatlanguageteachingshouldfocusnotonlyontheformsoflanguage,butalsoonitssocialrulesandpragmaticrules,thefactis,however,intheprocessofTEFL,littleemphasishasbeenplacedonthedevelopmentofthelearner'sinterculturalawarenessandICUcompetenc
5、e.Asaresult,althoughthestudentshavereceivedseveralyearsofformalEnglisheducationandhavegoodgradesinschool,theyfrequentlyremaindeficientintheabilitytoactuallyuseEnglish,andtounderstanditsInterculturalcommunicationandStrategiestoDevelopICCCompetenceinTEFLappropr
6、iateuseinnormalinterculturalcommunication.Inmostcases,misunderstandingscausedbyculturaldifferenceshaveinvolvedthemfrequentlyininterculturalcommunication.Sincethegoaloflanguageteachingistoenablestudentstocommunicateappropriatelyandeffectivelyinthetargetlanguag
7、e,improvingthestudents'cross-culturalawarenessanddevelopingtheirICCcompetencebecomeessential.Enlightenedbytheabove-mentionedbeliefthattheultimategoalofTEFListodevelopthelearner'sICCcompetence,thepresentdissertationendeavorstoexplorethenatureandsourcesofinterc
8、ulturalmiscommunication,andstrategiestodevelopICCcompetencefromboththelearner'sperspectiveandteacher'sperspective.Itisbelievedthatasystematicstudyandanalysisofinterculturalcommunicationan
