英语教学中高中生跨文化交际意识的培养

发布时间：2018-06-29 08:22

本文选题：培养 + 跨文化交际意识　；参考：《青海师范大学》2017年硕士论文

【摘要】：随着中国在全球化进程中的作用愈加重要,中国在各领域也紧跟世界步伐。整个世界正在缩小,这使得国家间的联系变得更加便捷。作为一种工具,语言,搭建起了国际间交流的桥梁。而要想掌握一门语言,文化学习成了必要的基本的辅助工具。国与国之间的跨文化交际要求使得更多的有志之士加入到跨文化交际研究中来。然而在中国,学生的英语口语和写作能力相对较好,有的甚至是非常优秀,但在与国外本土人士交流的时候仍然感到非常困难,甚至无措。原因就在于中国人过于强调语言知识能力而不是语言使用能力。也就是说,语言学习者在日常交流中,重视语言知识的学习而忽略了语言的正确使用。究其原因,英语的教与学在很长的一段时间里忽略了文化和文化意识的重要影响力。自20世纪80年代中国打开国门面向世界开始在各个领域参与国际交流以来,特别是进入21世纪以后,由于跨文化交际意识的不足或缺失,说得一口流利英语的中国人在与本土人士交流时,常有误解或矛盾发生。这是因为多数学生在进入大学完成两年英语学习以后就不会再接触英语,而在两年的学习时间里,绝大多数的学生的学习目的仍然是为了通过大学英语四六级考试,获得登记证书。文化意识和跨文化交际能力没有得到很好地激发和培养,这无疑会在他们以后的语言交流中形成障碍。因此,英语新课程标准中强调要培养学生的跨文化交际意识。如何在高中阶段培养学生跨文化交际意识和能力成为作者研究的焦点。为此,她提出了三个问题:高中生跨文化交际意识的现状如何?就会化原则而言,高中生在课堂上的言语和非言语交际能力表现怎样?培养高中生跨文化交际意识和能力的措施有哪?为了完成寻找答案,完成研究,作者采用了问卷调查来发现学生跨文化交际意识的现状,访谈则用来补充第一问题和完成第二个问题,集中研究学生的跨文化交际能力。课堂观察用来研究教师的教学态度和教学方法,同时也是观察学生跨文化交际意识和能力的最佳途径。作者以跨文化交际国内外前期研究成果为理论依据,采用EXCEL软件对数据进行分析,发现高中生跨文化交际意识和能力培养方面存在的不足主要来自高考压力,并对此提出了三条改进意见,即教师需要在教学过程中进一步加强对学生跨文化交际意识培养的理念,并采用有效教学方法培养高中生跨文化交际能力,例如,有效利用多媒体创设模拟语境等,更好地为学生营造跨文化交际氛围。
[Abstract]:As China's role in the process of globalization becomes increasingly important, China has kept pace with the world in all fields. The whole world is shrinking, making it easier for nations to connect. As a tool, language has built a bridge of international communication. In order to master a language, cultural learning has become a necessary basic auxiliary tool. The requirement of cross-cultural communication between countries makes more and more people with aspirations join the study of cross-cultural communication. However, in China, students' English speaking and writing skills are relatively good, some are even very good, but they still feel very difficult or even confused when communicating with native speakers. The reason is that the Chinese place too much emphasis on language knowledge rather than language use. In other words, language learners pay more attention to language knowledge and neglect the correct use of language in their daily communication. For a long time, English teaching and learning neglected the important influence of culture and cultural consciousness. Since China opened its doors to the world in the 1980s and started to participate in international exchanges in various fields, especially after entering the 21st century, due to the lack or lack of cross-cultural communication consciousness, Chinese who speak English fluently often have misunderstandings or conflicts with native speakers. This is because most students will no longer be exposed to English after they have completed two years of English study in college, and during the two years of study, the vast majority of students will still study for the purpose of passing CET4 and CET6. Obtain a certificate of registration. Cultural awareness and intercultural communicative competence have not been well stimulated and cultivated, which will undoubtedly form a barrier in their later language communication. Therefore, the new English curriculum standards emphasize the cultivation of students' awareness of cross-cultural communication. How to cultivate students' cross-cultural communication consciousness and ability in senior middle school has become the focus of the author's research. For this reason, she raises three questions: what is the current situation of high school students' awareness of intercultural communication? How does the high school student's verbal and nonverbal communicative competence behave in the classroom as far as the principle of socializing is concerned? What are the measures to cultivate high school students' intercultural communication awareness and competence? In order to find the answer and complete the research, the author uses questionnaire to find out the present situation of students' cross-cultural communication consciousness, and interviews are used to supplement the first question and complete the second question, focusing on the students' intercultural communicative competence. Classroom observation is used to study teachers' teaching attitude and teaching methods, and it is also the best way to observe students' intercultural communicative consciousness and ability. Based on the previous research results of cross-cultural communication at home and abroad, the author analyzes the data with excel software, and finds that the deficiency in the cultivation of intercultural communication awareness and competence of senior high school students mainly comes from the pressure of college entrance examination. Three suggestions are put forward, that is, teachers need to further strengthen the concept of cultivating students' awareness of cross-cultural communication in the process of teaching, and adopt effective teaching methods to cultivate students' intercultural communicative competence, for example, Making use of multimedia effectively to create simulated context and so on, so as to create a better cross-cultural communication atmosphere for students.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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