高中英语教学中农村学生跨文化交际能力及其培养研究

发布时间：2016-05-24 08:14

Chapter One Introduction 

1.1 Background of the Research
Communications  between  China  and  other  countries  against  the  background  of globalization  have  become  more  and  more frequent in the modern world. People who live  in  the  global  village  have  the  requirement  and  desire  to  communicate  with  each other. As a result, the intercultural communication plays an important role in the modern world  and  intercultural  communicative  competence  (ICC)  has  become  an  essential quality of modern talents. The  importance  of  cultivating  ICC  has  been  generally  agreed  since  the  early 1980s when intercultural communication has been first introduced to China. As one of the  main  teaching  contents  and  objectives  of  senior  high  school,  “to  enhance intercultural understanding and intercultural communicative competence” has been first written into the National ELT Curriculum for Senior High Schools (2).  However,  English  classes,  which  pay  most  of  the  attention  to  preparing  for  the college  entrance  examination,  mainly  lay  focus  on  language  skills  such  as  listening, speaking,  reading  and  writing  rather  than  cultural  knowledge  in  many  senior  high schools in China. As a result, it is common to see a lot of senior high school students perform  well  in  English  examinations  but  cannot  communicate  with  foreigners smoothly and effectively. Rural students in senior high school have their own features in English learning. They have positive attitudes towards study, so they study very hard every day and have strong  intention  to  get  high  marks  in  the  college  entrance  examination,  go  to  famous universities and then find good jobs in order to change the living situation of the whole family.  They  are  always  good  at  subjects  like  math,  physics  and  chemistry  but  don’t perform very well in English. For language skills, rural students are relatively good at reading and writing but perform badly in listening and speaking.  
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1.2 Significance of the Research
Since  English  is  the  most  internationally  used  lingua  franca  against  the background of the global village and it has a strengthened position as a foreign language in China. Knowing how to communicate in English has become a necessary tool in the modern world.  Language  and  culture  are  “inseparably  interwoven  with  each  other  because  the language  of  a  society  is  one  aspect  of  its  culture  and  culture  in  turn  has  a  profound influence  on  language”  (孙军 8-9).The  National  ELT  Curriculum  for  Senior  High Schools  (2003)  makes  cultural  awareness  as  one  of  the  overall  language  abilities.  It requires that the cultivation of students’ cultural awareness, the promotion of students’ cultural  sensitivity  and  the  development  of  students’  ICC  should  be  paid  special attention  to  during  the  English  teaching.  Language  and  culture  are  closely  related, having  a  certain  degree  of  cultural  background  knowledge  is  helpful  for  promoting students’  language  application  ability.  English  teaching  should  emphasize  students’ understanding in English-speaking countries’ culture knowledge, strengthen the English national culture identification to students, cultivate and improve students’ observation. It also puts forward the levels of culture awareness that should be reached by senior high school students. Both the need of intercultural communication and the requirements of the  National  English  Curriculum  show  that  to  improve  students’  ICC  is  the  ultimate goal of English teaching. 
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Chapter Two A Literature Review of ICC and Related Researches 

This  chapter  begins  with  the  definition  of  ICC,  components  of  ICC  and  three famous models of ICC. After that, it goes to review related researches of ICC home and abroad.

2.1 Definitions of ICC 
As  a  research  area,  intercultural  communication  has  a  history  of  50  years.  D. Deardorff  listed  more  than  45  definitions  from  famous  scholars  in  his  work  named Identification  and  assessment  of  intercultural  competence  as  a  student  outcome  of internationalization. ICC has various definitions. There is a tendency that these scholars and  professors  agreed  on  some  fundamental  characteristics  of  ICC,  but  they  still  hold different opinions toward its definitions.With the appearance of the notion of “Communicative Competence”, which was first proposed by D. Hymes in 1972, the focus of foreign language teaching research has shifted from  linguistic  skills  to  communicative  competence.  Therefore,  many  scholars bring forward the term Intercultural Communicative Competence.  Kim  stated  that  ICC  is,  “the  overall  internal  ability  of  an  individual  to  manage key  features  of  intercultural  communication,  namely,  cultural  difference  and unfamiliarity, inter-group posture, and the accompanying experience of stress”(145).   Byram defined intercultural communicative competence as “the knowledge, skills and  abilities  to  participate  in  activities  where  the  target  language is  the  primary communicative  code  and  in  situations  where  it  is  the  common code  for  those  with different preferred languages” (76).  Spitzberg  defined  ICC  as  “an  impression  that  a  behavior  is  appropriate  and effective  in  a  given  context”  (357).  From  his  perspective,  appropriateness  and effectiveness should be emphasized in ICC. 
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2.2 Components of ICC 
With further research on ICC, a lot of scholars home and abroad began to put forward the components of ICC.Spitzberg  and  Cupach  put  forward  three  components  of  ICC  which  are “motivation, knowledge, and skills” (23). This kind of division had a big influence on the  further  study  of  ICC.  According  to  them,  motivation is the curiosity and desire to know the social cultures of the communicative objects and have the will to have more contacts with the communicative targets to know the cultures better. Knowledge has two aspects. One is the cultural knowledge about the nation of the communicative objects. The  other  is  the  knowledge  of  how  to  make  the  communicative  process  appropriately and  effectively.  And  for  skill,  it  refers  to  the  abilities  to  get  the  meaning  by analyzing the  information  from  the  acquired  knowledge  and  to  find  new  information. The  three  components  of  ICC  are  closely  linked  with  each  other  and  complemented each other.Williams  divided  ICC  into  three  types  too.  They  three  types  are “self-knowledge or self-awareness, experience and knowledge about a particular culture and positive  change  and  action  for  successful  interaction  with  the  identified  culture” (21-23).  According  to  B.  Williams,  self-knowledge  or  self-awareness  is  the  most important factor in intercultural communication because it is a key factor for people to get the way to know other cultures.Wen  Qiufang  put  forward  two  components  of  ICC  which  are  communicative competence  and  cross-cultural  competence.  Linguistic  competence,  pragmatic competence  and  strategic  competence  belong  to  communicative  competence.  And  for cross-cultural  competence,  it  consists  of  cultural  sensitivity,  cultural  tolerance  and cultural flexibility. 
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Chapter Three The Present Situation of Culture Teaching......... 13 
3.1 Features of Rural Students in English Learning .... 13 
3.2 An Investigation .... 14
3.3 Major Problems with Culture Teaching .... 25 
Chapter Four The Implementation of Culture Teaching for Rural Students ....... 29 
4.1 Principles of Culture Teaching....... 29 
4.1.1 Principle of Appropriateness ......... 29 
4.1.2 Principle of Comparison .... 30 
4.1.3 Principle of Progressiveness .... 31 
4.2 Content of Culture Teaching ......... 32 
4.2.1 Content of Verbal Communication ...... 32 
4.2.2 Content of Non-verbal Communication .... 34 
4.3 Methods of Introducing Western Culture ........ 35 
4.3.1 Direct Explanation ....... 35 
4.3.2 Comparative Method ......... 36 
4.3.3 Cultural Problem Solving Method ...... 37
4.4 Demonstration of Culture Teaching ..... 38 
4.5 More Suggestions on Culture Teaching ..... 39 

Chapter Four The Implementation of Culture Teaching for Rural Students 

4.1 Principles of Culture Teaching

In  order  to  cultivate  rural  students’  ICC,  culture  teaching  in  senior  high  school plays a very important role. It is very important to follow principles of culture teaching. The principle of appropriateness requires cultural teaching in senior high school’s English class should be carried out in the frame of language teaching. Foreign language teaching still need to focus on teaching language knowledge and developing language skills,  otherwise,  senior  high  school  rural  students  may  feel  cultural  teaching  is  too abstract and unsystematic. Therefore, it’s very hard for them to cultivate their ICC. First of all, when teaching culture knowledge, English teachers should follow the textbooks.  The  contents  of  cultural  teaching  should  have  close  connection  with  the content of the textbook. English textbooks are not only the connection of knowledge but also can make knowledge systematically with topics.  To make better use of the textbook to cultivate rural students’ ICC in senior high school, English teacher needs to not only lay focus on training students’ language skills but also their ICC. 

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Conclusion

The  previous  chapters  have  shown  the  present  situation  of  culture  teaching  for rural students and presented the implementation of culture teaching for them. Based on the study, the following conclusion can be drawn.  Firstly, from the result of the socio-cultural test, it is clearly shown that the rural students’ ICC needs to be improved. In the test, the students relatively do better in the part of cultural knowledge and the knowledge in the textbooks the students use. They have  a  lot  of  problems  in  these  parts  like  the  concept  of  time,  social  value  the  words with  strong  cultural  connotation,  which  are  the  basis  of  having  accurate  and  effective intercultural communications.   Secondly, there are a lot problems existing in culture teaching for rural students.  First of all, English teachers and rural students pay less attention to the culture teaching. Owing to the college entrance examination which mainly lays focus on language skills, students spend a lot of time on acquiring language points, grammar points and sentences patterns  instead  of  culture  knowledge.  Second,  English  teachers  use  simple  ways  to introduce  culture  knowledge,  which  is  hard  to  attract  the  rural  students’  attention  and leave a deep impression on them. Third, there are few channels for the rural students to acquire  culture  knowledge.  For  senior  high  school  rural  students,  the  main  sources  of culture knowledge are from English classes, books, films and Internet. But unfortunately, only  a  few  of  them  have  the  habit  of  reading.  In  the  meanwhile,  under  the  burden  of studies, the rural students don’t have enough time to watch English films or surfing on the internet to acquire culture knowledge.  
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