高职英语教育文化导入研究

发布时间：2018-05-30 03:31

本文选题：高职教育 + 英语教学　；参考：《湖北工业大学》2017年硕士论文

【摘要】：在全球经济迅猛发展的时代背景下,各国之间的文化交流活动日渐频繁。英语在国际上的广泛使用对我国高职英语教学提出了新要求,即培养具有跨文化交际能力的高素质人才。然而,在长期沿袭的应试教育背景下,高职英语教学依旧是以教授语言知识体系为中心的教学模式,很少甚至是完全忽略了对文化的教学与学习,学生自然不可能具备较高的跨文化交际能力,致使虽然学了十多年英语的学生们在真实的英语情境中却无法进行顺畅、有效的跨文化交流。对此国内外很多学者做了大量的理论和实践研究,然而对于通过加强高职学生的英语教育文化导入从而培养其跨文化交际能力的研究却不多见。本研究深入调查了高职学生跨文化交际能力的现状,通过问卷的形式了解学生对文化学习的看法及其文化学习的途径,教师对文化教学的看法及其教授文化知识的主要方法,以及教学体系中的文化导入内容欠缺程度,揭示了目前高职英语在文化教学上存在的问题,并提出了提高学生跨文化交际能力的相关策略,具有一定的现实意义。本研究以对高职英语教育文化导入的理论研究为基础,继而通过问卷调查对当前高职英语教育文化导入的现状做具体分析。本研究是以景德镇学院为例,随机挑选了一年级和二年级中的1200名各专业的学生和45位英语教师,对其进行了测试和问卷调查。随后根据其中990份有效学生问卷与45份有效教师问卷,借助Microsoft Office Excel和SPSS处理分析调查所得数据。并且结合数据分析结果从以下几个方面对当前高职英语教育文化导入现状进行了深入分析:教学体系、教师现状、学生现状、以及广泛存在的中国文化失语现状。研究结果显示:1.学生在跨文化交际方面总体水平较低;2.虽然我们一直强调文化学习的重要性,但学生对待英美文化知识学习态度被动,缺乏有效的学习方法和指导,文化知识来源也很有限;3.教师在教学过程还有重语言轻文化的现象,课堂和书本中文化知识涉及有限。基于以上现状,本研究从高职英语教育大环境因素和教学主体因素两个方面对当前高职英语教育文化导入现状原因进行了分析,并提出了相关对策,即通过构建跨文化交际能力培养的认知体系、情感体系以及行为体系以加强高职英语教育的文化导入。
[Abstract]:Under the background of the rapid development of global economy, cultural exchanges between countries are becoming more and more frequent. The extensive use of English in the world has put forward a new requirement for higher vocational English teaching in our country, that is, to cultivate high-quality talents with cross-cultural communicative competence. However, under the background of exam-oriented education for a long time, English teaching in higher vocational colleges is still a teaching mode centered on teaching language knowledge system, and rarely or even completely neglects the teaching and learning of culture. It is not possible for students to have high intercultural communicative competence, so that students who have learned English for more than ten years can not communicate smoothly and effectively in real English situations. Many scholars at home and abroad have done a lot of theoretical and practical research. However, there are few researches on how to cultivate the intercultural communicative competence of vocational college students by strengthening the introduction of English education culture. This study investigates the current situation of students' intercultural communicative competence in higher vocational colleges, and through questionnaires, finds out the students' views on cultural learning and the approaches to cultural learning, the teachers' views on culture teaching and the main methods of teaching cultural knowledge. The lack of cultural introduction in the teaching system reveals the existing problems in cultural teaching in higher vocational English, and puts forward some relevant strategies to improve students' intercultural communicative competence, which has certain practical significance. This study is based on the theoretical research on the introduction of English education culture in higher vocational education, and then makes a concrete analysis of the current situation of English education culture introduction in higher vocational education through questionnaires. Taking Jingdezhen College as an example, 1200 students and 45 English teachers from grade one and grade two were randomly selected and tested with a questionnaire. Then according to 990 valid student questionnaires and 45 valid teacher questionnaires, the data were analyzed by Microsoft Office Excel and SPSS. Combined with the results of data analysis, this paper makes an in-depth analysis of the current situation of English culture introduction in higher vocational education from the following aspects: teaching system, teachers' status, students' status, and the widespread situation of Chinese cultural aphasia. The results of the study show that 1: 1. The overall level of cross-cultural communication is low. Although we have always emphasized the importance of cultural learning, the students' attitude towards learning British and American cultural knowledge is passive, lacking effective learning methods and guidance, and the source of cultural knowledge is very limited. Teachers also pay more attention to language than culture in the teaching process, and cultural knowledge in class and books is limited. Based on the above situation, this study analyzes the reasons for the introduction of English education culture in higher vocational education from two aspects: environmental factors and teaching subject factors, and puts forward some relevant countermeasures. That is, to strengthen the cultural introduction of higher vocational English education by constructing cognitive system, emotional system and behavioral system of cross-cultural communicative competence training.
【学位授予单位】：湖北工业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】