通过比较和对照传统控制组、自学组和控制附以自主学习组三组学生的学习表现,旨在证明为了习得英语作为外语的跨文化交际能力,师生首先必须进行控制性学习以获取可理解性输入和专业性评价,其次必须进行自主学习,在真实的语境中实现有意义的、交际性互动。 By comparing and contrasting the learning performances of the traditional control group, the self-learning group, and the three groups of students attached to the autonomous learning group, we aim to prove that in order to acquire the intercultural communicative competence of English as a foreign language, teachers and students must first conduct controlled learning to obtain Comprehension input and professional appraisal must be followed by autonomous learning and meaningful and communicative interaction in the real context.