跨文化交际视角下的小学英语情境教学探索

发布时间：2018-03-31 18:25

本文选题：跨文化交际　切入点：小学英语　出处：《上海师范大学》2017年硕士论文

【摘要】：英语,作为一门世界性语言,是人际交流沟通中运用最广泛的重要工具之一,这决定了英语语言具有交际性的功能;英语,不仅包含语言文字本身,而且包括语言文字背后悠长的语言发展历史、深厚的语言文化积淀及其内涵。因此,作为一门语言类学科,英语学科教学目标的取向不仅仅定位于对字词句的理解、掌握和运用灵活,更必须基于上述内容的目标定位,对学生的语言交际意识、语言交际能力以及对语言文化的感知理解与接受程度提出评价的要求。研究者通过各类中外文献的研究,深入学习了解与跨文化交际相关的理论,从而结合学生实际学情,列举跨文化交际中的障碍;随后,研究就有关情境教学的基本含义,该教学法在课堂中的运用情况及其积极意义开展论述。从跨文化交际视角审视小学英语情境教学,研究者发现了英语教学中导入文化的必要性,并探索在小学英语教学中导入文化的方法。立足跨文化交际视角,设计小学英语情境教学的必要性一方面在于,跨文化交际能力养成对小学英语情境教学的实施有其内在需求;另一方面在于,小学英语情境教学促进学生跨文化交际能力的提升。基于跨文化交际视角与小学英语情境教学的内在联系,研究者一一阐述教学设计应遵循的几点原则;归纳总结设计方法,辅以浅显易懂的实例,为教学实践工作提供了明确的导向性意见。结合课堂教学实例的实践研究,分析具体教学案例中的各环节设计意图,并作相应说明,旨在将理论研究所得化为实践指导,在课堂情境教学中更有效地培养学生跨文化交际意识,促使跨文化交际行为的自然发生,从而提高学生的跨文化交际能力,并最终实现课堂教学有效性的提升。在上述研究的基础上,研究者还进一步开展实验研究——通过前后测练习、课堂跨文化交际活动频率观察与记录和学生问卷调查,检测所设计并开展的教学是否真正增强了学生的英语学习兴趣,夯实了学生的英语语言积累,提高了学生的跨文化交际能力,而结论显然是肯定的。实证研究证实了本次探索的积极意义,为今后的教学提供了导向。但在实践中仍会遇到瓶颈与困难,仍需要后续不断地加以探索。
[Abstract]:English, as a world language, is one of the most widely used tools in interpersonal communication, which determines that English language has communicative functions. It also includes the long history of language development, the profound accumulation of language and culture and its connotation. Therefore, as a subject of language, the goal of English teaching is not only oriented towards the understanding of words and sentences. In order to master and apply flexibly, it is necessary to have a sense of language communication among students based on the objective orientation of the above contents. Through the research of various kinds of Chinese and foreign literature, the researchers study deeply the theories related to cross-cultural communication, so as to combine the students' actual learning situation. Then, the author discusses the basic meaning of situational teaching, its application in the classroom and its positive significance, and examines English situational teaching in primary schools from the perspective of intercultural communication. The researchers have discovered the necessity of introducing culture into English teaching, and explored the method of introducing culture into English teaching in primary schools. Based on the perspective of cross-cultural communication, the necessity of designing English situational teaching in primary schools lies in, on the one hand, the necessity of designing English situational teaching in primary schools. Intercultural communicative competence cultivation has its own demand for the implementation of English situational teaching in primary schools; on the other hand, English situational teaching in primary schools promotes the improvement of students' intercultural communicative competence. Based on the intrinsic relationship between intercultural communication and primary English situational teaching, the researcher expounds several principles that should be followed in teaching design, and summarizes the design methods. With simple and easy to understand examples, it provides a clear guidance for the teaching practice. Combined with the practical research of classroom teaching examples, this paper analyzes the design intention of each link in the specific teaching cases, and explains it accordingly. The purpose of this paper is to turn the theoretical research into practical guidance, to train students' awareness of intercultural communication more effectively in classroom situational teaching, to promote the natural occurrence of intercultural communication, and thus to improve students' intercultural communicative competence. Finally, the effectiveness of classroom teaching is improved. On the basis of the above research, the researcher also carries out further experimental research-observation and recording of the frequency of cross-cultural communication activities in the classroom and questionnaire survey of students through pre-and post-test exercises. Whether the designed and carried out teaching has really enhanced the students' interest in English learning, consolidated their English language accumulation, and improved their intercultural communicative competence. The conclusion is clearly positive. The positive significance of this exploration is confirmed by the empirical study, which provides guidance for the teaching in the future. However, it will still meet with bottlenecks and difficulties in practice, and it still needs to be explored continuously in the future.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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