Dang Xiaoqi
ABSTRACT
The study aimed to determine the relationship among students’ level of intercultural communication competence, the extent to which they exhibit Chinese cultural aphasia, and teachers’ extent of use of compensation strategies for cultural aphasia in EFL classes. Mixed research approach through descriptive-correlational design and thematic analysis was used. A survey with 400 English-major students and 52 college English teachers at Guangdong University of Petrochemical Technology was used to collect the data, which were analyzed using weighted mean and Pearson product-moment correlation coefficient/t test for r, and thematic analysis. Results of the descriptive analysis showed that the students’ level of intercultural communication competence is high, they exhibited Chinese cultural aphasia to a great extent, and the teachers used compensation strategies for cultural aphasia in their EFL classes to a great extent. Moreover, inferential tests revealed that there exist significant positive correlations between the students’ level of intercultural communication competence and their extent of manifestation of Chinese cultural aphasia in their EFL classes along the paired variables. The problems and challenges encountered by the students in intercultural communication include limited English proficiency, low level of intercultural communication competence, manifestation of Chinese cultural aphasia, and inadequate use of teaching compensation strategies. Considering the study’s salient findings, the researcher designed a plan of action to enhance students’ intercultural communication competence and minimize their Chinese cultural aphasia.
Keywords:Compensation strategies, cultural aphasia, EFL class, intercultural communication competence
https://doi.org/10.57180/cdlb5211