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ew of the Graduates' Intercultural Communication.......... 42-45
    4.2 Graduates' Motivation in Learning.......... 45-50
        4.2.1 Graduates' Motivation Types in Learning.......... 45-47
        4.2.2 Graduates' Motivational Intensity in Learning ..........47-48
        4.2.3 Correlations Between Motivations and Motivationa.......... 48-50
    4.3 On the Relationship Between Motivation and ICC in General.......... 50-62
        4.3.1 Relationship Between Instrumental Motivation .......... 51-54
        4.3.2 Relationship Between Cultural Motivation.......... 54-56
        4.3.3 Relationship Between Motivation of Learning.......... 56-58
        4.3.4 Relationship Between Motivational Intensity and ICC.......... 58-62
Chapter 5 Conclusion.......... 62-72
    5.1 Summary.......... 62-63
    5.2 Pedagogical Implication.......... 63-69
5.3 Limitations and Suggestions for Future Research.......... 69-72

Conclusion

Autonomy, as far as English language teaching and learning is concerned, canbe defined as the learners' competence to control their English learning consciously(Liu, 2008, p.83). To cultivate students' autonomy in the intercultural communicationteaching is of significant importance. For one thing, language and culture learning islargely dependent on learners' subjective knowledge and direct experiences ratherthan indirect experiences from teachers or teaching materials. So if learners do notpossess the capability to learn autonomously, it is really hard for them (even theEnglish major graduates) to become the persons who possess bicultural knowledge,not to mention the good mastery of ICC. For another, in the second language teaching,the aim is to improve students' intercultural communication competence and cultivatetheir overall quality. Actually, that goal is in accordance with the goal of cultivatingautonomy ability in the English learning. Therefore, to some extent, the cultivation ofICC is just as the cultivation of autonomy ability, and we can say that a person withrelatively high ICC has relatively high autonomy in the learning.
The study has presented a picture of the state of the English major graduates'motivation and ICC. Most importantly, it has probed into the links between these twovariables. To some extent, this study has given an inspiration to the development ofICC from a new perspective.In spite of the strength of the study, there still exists weakness of the study due to the limitation of time and resources. Several limitations need to be mentioned here. In conclusion, although the study is still an immature one considering thedeficiency of the instruments, the small number of subjects, the lack of in-depthanalysis, it is hoped that the issues put forward in this thesis can draw Englishteachers' attention and can help them better understand the importance of culturalinput in class and facilitate their design to students' intercultural development. It isalso hoped that the thesis may provide a better understanding of the relationshipbetween foreign language lea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。