Exploring the dynamics of intercultural contact and intercultural communicative competence among Chinese college students

Abstract

Intercultural contact (IC), affording interactions between individuals from different cultures, should be an accessible goal in promoting intercultural (communicative) competence (ICC) in additional language learning context. IC happened either directly through in-person interaction or indirectly through exposure to cultural elements such as media. This study explored ways of direct and indirect IC, the levels of ICC, and their dynamic association. Data were collected from 425 participants at a Chinese university with an IC-ICC survey. Results revealed limited availability of direct in-person intercultural contact and a moderate level of ICC, with indirect IC being the primary means. The interplay between IC and ICC were reciprocal. Based on Byram’s (2021) model of ICC components, in the present study direct contact through intercultural activities within the home country and online written exchange on social media predicted the variance of knowledge of self and others, as well as skills of discovery. Indirect contact through personal connections and media, influenced intercultural attitudes and awareness, as well as skills of interaction and interpretation. Indirect contact through reading only enhanced knowledge of other cultures, while general English and cultural courses demonstrated no significant effects on ICC. Conversely, higher ICC facilitated IC, with knowledge of other cultures emerging as a particularly influential predictor of both direct and indirect IC, while intercultural attitudes mainly had an impact on indirect IC. The findings of this study highlighted the importance of indirect intercultural contact in the development of intercultural competence and the virtuous cycle of IC and ICC development.