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s of the relevant study on college students mainly contain:(1) There is a significant positive correlation between intercultural sensitivity andintercultural communication competence is proved, the improvement of interculturalsensitivity is believed to be the key to improve the intercultural communicationcompetence (Peng, 2007)；(2) The general situation on intercultural sensitivity of college students is knownwell, it is confirmed that intercultural sensitivity of Chinese college students is overuncertain stage (Liu, 2003).However, the main limitations of relevant study on college students mainlycontain:(1) The college students' specific representations of five components constitutingthe intercultural sensitivity scale (interaction engagement, respect for cultural difference,interaction confidence, interaction enjoyment and interaction attentiveness) are still notclear;(2) The improvement of intercultural sensitivity is believed to be the key toimprove the intercultural communication competence, but the factors which influenceintercultural sensitivity and the barriers which obstruct students' ICC are still unknown.

1.2 Purposes and significance目的和意义
The theoretical framework of this paper is Chen & Starosta's theory on interculturalcommunication competence, especially their theory on intercultural sensivity. The mostimportant part of the paper is an investigation on the applications of Chen & Starosta'sIntercultural Sensitivity Scale(ISS).This investigation is consist of two parts: the first part is a measurement ofintercultural sensitivity to a group of non-English majors. In this investigation, theauthor chose over 300 college students majoring in arts, science and engineering to bethe subjects, in order to make the average level of intercultural sensitivity on thecollege non-English majors clearer, and to analyse the data to grasp the collegenon-English majors' specific representation of five dimensionalities (interactionengagement, respect for cultural difference, interaction confidence, interactionenjoyment and interaction attentiveness) , which can supply the first hand data forsubsequent researchers to know the current situations of intercultural sensitivity of ourcollege non-English majors, and offer a certain reference value for the amelioration ofour syllabus and teaching methods on culture education.The second part is a new trial to explore the barriers which obstruct students' ICCand the factors which influence intercultural sensitivity. On the basis of , somequalitative researches, such as questionnaires and interview. On the basis of the dataanalysis of ISS survey , the subjects from four classes which obtained the highestaverage scores in all 8 college English classes were chosen to take part in anothersurvey with the questionnaires designed by the author, which contains items mayinfluence subjects' IS, and the English teachers of these four classes also wereinterviewed for qualitative research on barriers that prevent learners fromcommunicating with people from other cultures effectively and the factors influenceintercultural sensitivity.On the basis of the results of this investigation with two parts, some targetedsuggestions will be put forward to improve non-English majors' intercultural sensitivity,these will be great value to improve their intercultural competence.

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