第三空间理论视域下的大学英语教师角色研究
发布时间：2018-12-13 05:39
【摘要】：外语教育中的第三空间理论把语言与文化紧密地联系在一起,并要求同等地关注母语语言与文化和目的语语言与文化。第三空间亦可称为“跨文化中间地带”、“混合文化”、“文化间性”或“跨文化交际能力”,指学习者在学习异国语言与文化的同时,丰富本国语言与文化知识;并通过语言和跨文化协商,探索出一个跨文化第三空间,从而能根据不同的语言文化背景,准确、恰当的进行交流。根据这一跨文化理论,大学英语教师角色应具有新的内涵。因此本文主要探讨了基于第三空间理论的外语教学中大学英语教师的新角色及其角色实现。借助问卷调查和采访,本文主要探究了:(1)大学生和大学英语教师对大学英语教师的期待角色和实际角色之间是否有差异;(2)大学生和大学英语教师跨文化意识及跨文化能力的现状;(3)基于第三空间理论的大学英语教师新角色及其角色实现。本研究运用的统计软件为spss22.0。统计样本为任意选取的成都理工大学的学生和英语教师,其中学生200名,大学英语教师33名。研究发现:(1)大学生对大学英语教师的期待角色和实际角色之间存在显著差异;(2)大学生的跨文化学习意愿强,但对文化在外语学习中的重要性认识不足;大学生跨文化能力的培养需受到重视。大学英语教师在一定程度上对第三空间理论认识不够深入。(3)有限的专业培训无法满足大学英语教师角色实现的需要。大学英语教师角色是动态的、发展的。大学英语教师需要不断适应社会、时代赋予的新角色。基于研究发现和理论指导,本文提出对第三空间理论视域下的大学英语教师新角色的建议:(1)传统角色继承者;(2)母语语言文化及目的语语言文化传播者;(3)第三空间探索者;(4)理论与策略研究者;(5)时代角色践行者。同时本文提出了实现新角色的建议:适应变化;强化意识;提升能力;专业培训。尽管本研究存在一些局限,但它从新的视角为大学英语教师角色定位提供了一些见解,为实现大学英语教师的新角色提出了一些建议和思考,以期教师与学习者能具备良好的语言能力与跨文化交际能力。目前,第三空间理论以及相关的实证研究在国内是一个相对较新的领域,因此希望本文能为大学英语教师角色研究拓展新的视角,为大学英语教学和跨文化教育提供有益的参考。
[Abstract]:The third space theory in foreign language education closely links language and culture and requires equal attention to mother tongue and culture and target language and culture. The third space is also referred to as "cross-cultural intermediate zone", "mixed culture", "intercultural nature" or "intercultural communicative competence", which means that learners enrich their own language and cultural knowledge while learning foreign languages and cultures. And through language and cross-cultural negotiation, explore a cross-cultural third space, so that according to different linguistic and cultural background, accurate and appropriate communication. According to this cross-cultural theory, the role of college English teachers should have new connotations. Therefore, this paper mainly discusses the new roles of college English teachers in foreign language teaching based on the third space theory and their role realization. With the help of questionnaires and interviews, this paper mainly explores: (1) whether there are differences between college students' and college English teachers' expected and actual roles of college English teachers; (2) the present situation of college students' and college English teachers' cross-cultural consciousness and intercultural competence; (3) the new role of college English teachers and their role realization based on the third space theory. The statistical software used in this study is spss22.0. There are 200 students and 33 college English teachers in Chengdu University of Technology. The findings are as follows: (1) there are significant differences between college English teachers' expected and actual roles, (2) college students have a strong willingness to learn cross-culture, but they do not have enough understanding of the importance of culture in foreign language learning. The cultivation of college students' cross-cultural ability should be paid more attention to. To some extent, college English teachers do not have a deep understanding of the third space theory. (3) the limited professional training can not meet the needs of college English teachers' role realization. The role of college English teacher is dynamic and developing. College English teachers need to adapt to the new role given by the society and the times. Based on the research findings and theoretical guidance, this paper puts forward some suggestions on the new role of college English teachers from the perspective of the third space theory: (1) the inheritor of the traditional role, (2) the communicator of native language culture and target language culture; (3) the third space explorer; (4) the theory and strategy researcher; (5) the era role practitioner. At the same time, this paper puts forward some suggestions to realize the new role: adapting to change; strengthening consciousness; improving ability; professional training. Although there are some limitations in this study, it provides some insights for the role orientation of college English teachers from a new perspective, and puts forward some suggestions and reflections for the realization of the new role of college English teachers. Teachers and learners are expected to have good language skills and cross-cultural communicative competence. At present, the third space theory and related empirical research is a relatively new field in China. Therefore, it is hoped that this paper can provide a new perspective for the study of the role of college English teachers. It provides a useful reference for college English teaching and cross-cultural education.
【学位授予单位】：成都理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2375986
[Abstract]:The third space theory in foreign language education closely links language and culture and requires equal attention to mother tongue and culture and target language and culture. The third space is also referred to as "cross-cultural intermediate zone", "mixed culture", "intercultural nature" or "intercultural communicative competence", which means that learners enrich their own language and cultural knowledge while learning foreign languages and cultures. And through language and cross-cultural negotiation, explore a cross-cultural third space, so that according to different linguistic and cultural background, accurate and appropriate communication. According to this cross-cultural theory, the role of college English teachers should have new connotations. Therefore, this paper mainly discusses the new roles of college English teachers in foreign language teaching based on the third space theory and their role realization. With the help of questionnaires and interviews, this paper mainly explores: (1) whether there are differences between college students' and college English teachers' expected and actual roles of college English teachers; (2) the present situation of college students' and college English teachers' cross-cultural consciousness and intercultural competence; (3) the new role of college English teachers and their role realization based on the third space theory. The statistical software used in this study is spss22.0. There are 200 students and 33 college English teachers in Chengdu University of Technology. The findings are as follows: (1) there are significant differences between college English teachers' expected and actual roles, (2) college students have a strong willingness to learn cross-culture, but they do not have enough understanding of the importance of culture in foreign language learning. The cultivation of college students' cross-cultural ability should be paid more attention to. To some extent, college English teachers do not have a deep understanding of the third space theory. (3) the limited professional training can not meet the needs of college English teachers' role realization. The role of college English teacher is dynamic and developing. College English teachers need to adapt to the new role given by the society and the times. Based on the research findings and theoretical guidance, this paper puts forward some suggestions on the new role of college English teachers from the perspective of the third space theory: (1) the inheritor of the traditional role, (2) the communicator of native language culture and target language culture; (3) the third space explorer; (4) the theory and strategy researcher; (5) the era role practitioner. At the same time, this paper puts forward some suggestions to realize the new role: adapting to change; strengthening consciousness; improving ability; professional training. Although there are some limitations in this study, it provides some insights for the role orientation of college English teachers from a new perspective, and puts forward some suggestions and reflections for the realization of the new role of college English teachers. Teachers and learners are expected to have good language skills and cross-cultural communicative competence. At present, the third space theory and related empirical research is a relatively new field in China. Therefore, it is hoped that this paper can provide a new perspective for the study of the role of college English teachers. It provides a useful reference for college English teaching and cross-cultural education.
【学位授予单位】：成都理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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