Cultivating Intercultural Communication Competence of Non-English Majors in Universities from the Perspective of Teaching by Competition

Abstract

In the context of accelerated globalization and multicultural integration, the cultivation of intercultural communication competence
among non-English major students in higher education faces dual challenges of ambiguous teaching positioning and limited practical approaches. The competition-driven teaching model provides innovative solutions to traditional pedagogical dilemmas through a closed-loop
mechanism that integrates event-driven learning, competency internalization, and iterative feedback. This paper systematically examines
the theoretical value and practical effectiveness of this model, revealing its core functions in aligning with contemporary talent development
needs, reconstructing teaching evaluation systems, and revitalizing classroom ecosystems. By restructuring curricula and innovating competition mechanisms, the study establishes a task-oriented framework for developing intercultural communication competence, facilitating the
organic integration of theoretical instruction and practical application. The research provides a practical paradigm for internationalizing higher
education reform, contributing to the cultivation of globally competent interdisciplinary professionals.