Construction of Input-Comparison-Output (ICO) Intercultural Mode for Sustainable Development in EFL Education

The cultivation of college students’ intercultural communication competence (ICC) for sustainable development is a hot research topic in English foreign language (EFL) education. What competencies are they required to have, and how to cultivate them in EFL education? The study is based on Byram’s model of ICC for cultivating students’ ICC for their sustainable development. To this end, an empirical study was conducted by constructing an intercultural comparative teaching mode called Input-Comparison-Output (ICO) in the research by integrating Chinese culture into EFL education for cultivating students’ ICC among Chinese college students. The study emphasizes the importance of the Chinese culture as the native culture by comparing similarities and differences with the targeted culture in EFL education. There are some existing research works on English and its culture, but few of them focus on the role and integration of Chinese culture in China’s EFL teaching. In order to seek some evidence of the function of the Chinese culture as the first culture in EFL education, the authors constructed the ICO intercultural mode, and 58 participants were recruited and divided into two groups randomly as the controlled group and experimental group in the empirical study. Some research methods were used in the study, such as questionnaires, term papers, statistical analyses and interviews. The data were collected through the Star of Questionnaire, the automatic assessing system of the I-write Platform, Excel and WeChat videos. Quantitative and qualitative statistics were adopted to assess the students’ changes of attitudes towards the integration of the Chinese culture into the course and academic development in the research. The ICO intercultural mode creates a novel teaching mode of cultural comparison between first culture and targeted culture, breaking down the traditional monocultural teaching one in the EFL teaching. The results of the research show that the integration of the Chinese culture into the EFL course is important, which can promote the students’ ICC thanks to the application of the ICO intercultural mode in the course. The initiative findings can be used as references for further intercultural teaching in EFL education.