Abstract
Abstract: Accelerating globalization and the internationalization of higher education have made global talent development a central objective of college English reform. Guided by intercultural communicative competence and global competence theories, this study uses questionnaires, case evidence, and comparative analysis to diagnose current weaknesses in English instruction. It then outlines an improved model built around internationally oriented course content, varied teaching approaches, and faculty with stronger global capabilities. The findings show that approaches including Content and Language Integrated Learning (CLIL) and the Production-Oriented Approach (POA) can strengthen intercultural awareness and international communication. The proposed framework offers practical direction for renewing college English education and cultivating globally capable graduates in Chinese universities.
References
No references available.