Research on Cultivating the Ability of English Majors in Higher Education to Effectively Narrate Chinese Stories in English

Abstract

Against the backdrop of increasingly profound global cultural exchanges, cultivating the ability of English majors in higher education to effectively narrate Chinese stories in English has become a significant educational task. The present study adopts intercultural narrative competence as the core theoretical framework. It first elucidates the theoretical connotations and core components of this competence, clarifying it as a comprehensive literacy that integrates cultural understanding, narrative construction, and intercultural negotiation. Subsequently, the study examines the current state of cultivating this competence within English major education, pointing out deficiencies in aspects such as conceptual orientation, curricular support, and evaluation mechanisms. Finally, the study proposes systematic optimization strategies. These include restructuring competency-oriented curriculum objectives, integrating narrative themes and language skills into teaching content, innovating pedagogical models that promote meaning negotiation, and constructing a multidimensional evaluation system. The aim is to provide theoretical reference and practical pathways for the reform of English major education.