The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

本研究的目的是讨论提高出国任教的汉语作为第二语言（CSL）职前教师跨文化交际能力（ICC）培训的必要性。先前的研究表明，职前汉语教师经常在跨文化交流方面遇到困难，本研究调查了他们遇到困难背后的原因，并提出了解决方法。研究人员使用跨文化敏感性量表（ISS）和跨文化有效性量表（IES）来衡量 217 名职前 CSL 教师的 ICC。研究发现，职前对外汉语教师虽然跨文化交际情感能力较强，但跨文化交际行为能力较弱。特别是，他们缺乏交互控制、交互放松、身份管理、信息技能和行为灵活性方面的技能。该研究提出了一些改善职前 CSL 教师 ICC 培训的策略。一种潜在的方法是使用计算机辅助语言学习，为师范学生提供在模拟环境中练习跨文化沟通技巧、接收个性化反馈以及接触与其东道国相关的真实材料和文化信息的机会。 CALL还可以促进职前CSL教师和前CSL教师之间的沟通，提供信息交流和额外心理支持的平台。研究还建议，职前培训应区分外语学习和跨文化沟通技能培训。具体来说，建议提高外语水平，培训应重点关注所在国的教育文化和工作文化，而不是笼统地介绍所在国的国情。最后，研究提出，职前培训应尽早建立职前CSL教师与前CSL教师之间的联系，让受训者提前了解具体的相关信息，这有助于他们做好准备，避免跨文化交际失误，并获得额外的心理支持。通过纳入 CALL 并解决研究中发现的薄弱环节，职前 CSL 教师可以更好地准备应对跨文化交流的挑战，并在国外提供有效且文化敏感的教学。