高中英语教师跨文化意识发展及其教学实践的一项质性研究

发布时间：2018-03-03 04:33

本文选题：跨文化意识　切入点：跨文化教学　出处：《浙江师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：在中国,英语作为一门主要的外语,是人们认识世界的重要工具,英语教育倍受人们重视。但是,我国基础教育阶段的英语教学在相当长的一段时间内偏重于对语言形式和知识结构的传授,而忽视跨文化教学。从英语教师的角度而言,人们更多地关注其作为“英语技能传授者”、“英语课程实施者”的专业身份,而忽视其特殊的文化身份及其相较于其他学科教师特殊的文化诉求。英语教师自身也缺乏语际间文化互动的意识,这不仅容易导致学生综合使用语言的交际能力薄弱,出现实际情景下的语言交际障碍,而且有可能影响学生对于外语与母语文化差异的恰当理解。本研究基于跨文化意识发展的视角,运用质性研究方法,以两位高中英语教师为研究对象,对她们的日常教学活动进行现场观察研究,试图揭示日常教学中英语教师跨文化意识的发展、表现及其实施跨文化教学的现实状况。本研究主要包含以下几方面的内容：第一部分绪论部分具体介绍了研究的背景、研究目的与意义,以及对相关的核心概念作了界定,同时还梳理了相关研究成果,从而进一步明确了本文的研究方法与研究实施过程。第二部分是研究的实施,主要是对研究方法的选择、研究对象的选定、研究的进程进行安排以及研究资料的收集与分析进行了全面的介绍。第三部分是研究的主体部分,笔者通过访谈、课堂观察、课后观察等方式,从文化接受水平、文化调适水平、文化融合水平这三个方面出发,具体且详尽地描述了英语教师在真实教学情境中跨文化意识的呈现以及跨文化教学的实施。同时,笔者针对以上内容,一方面从英语教师的主观因素,包括教师的受教育经历以及工作经历；另一方面从客观因素,如学生、同事、领导以及社会环境对教师跨文化发展产生的影响,分析教师跨文化教学困境的成因。第四部分是研究启示。这一部分主要从教师自身出发,提出努力方向。以期为英语教师走出跨文化意识及其教学困境提供策略与建议,即教师应更新观念,树立正确的语言文化观；理解文化矛盾并树立文化自信；同时要贴近学生,关注学生的跨文化需求。第五部分是研究的反思与展望。笔者从研究结论的效度分析、研究的缺陷与存在的不足两方面进行研究反思。并从研究结论的信度保障、英语教师跨文化意识的影响因素分析以及研究结论的代表性等三个方面对研究进行了展望。
[Abstract]:In China, English, as a major foreign language, is an important tool for people to understand the world. For a long time, English teaching in basic education in China has focused on the teaching of language form and knowledge structure, while neglecting cross-cultural teaching. More attention has been paid to their professional identity as "English skills imitators", "English course implementers", However, ignoring their special cultural identity and their special cultural demands compared with other subjects, English teachers themselves lack the awareness of interlingual cultural interaction, which not only leads to the weakness of students' communicative competence in the comprehensive use of language. Language communication barriers in actual situations may affect students' proper understanding of the cultural differences between foreign languages and their mother tongues. This study is based on the perspective of cross-cultural awareness development and uses qualitative research methods. In order to reveal the development of English teachers' cross-cultural consciousness in daily teaching, two senior English teachers were studied in this paper. The main contents of this study are as follows: the first part introduces the background of the research, the purpose and significance of the research, and the definition of the relevant core concepts. The second part is the implementation of the research, mainly the selection of research methods, the selection of research objects. The third part is the main part of the study, the author through interviews, classroom observation, after-school observation and other ways, from the level of cultural acceptance. From the three aspects of the level of cultural adaptation and the level of cultural integration, the author describes in detail the presentation of cross-cultural awareness and the implementation of cross-cultural teaching in the real teaching situation of English teachers. At the same time, the author aims at the above contents. On the one hand, from the subjective factors of English teachers, including teachers' educational experience and work experience; on the other hand, from the impact of objective factors, such as students, colleagues, leadership and social environment, on teachers' cross-cultural development. This paper analyzes the causes of teachers' cross-cultural teaching dilemma. Part 4th is the inspiration of the research. This part mainly starts from the teachers themselves and puts forward the direction of their efforts. The aim is to provide strategies and suggestions for English teachers to get out of the cross-cultural consciousness and their teaching dilemma. That is, teachers should renew their ideas, establish a correct view of language and culture, understand cultural contradictions and establish cultural self-confidence, and at the same time, be close to their students. The 5th part is the reflection and prospect of the research. The author analyzes the validity of the conclusions, the defects and the shortcomings of the research. The influence factors of English teachers' cross-cultural consciousness and the representativeness of the research conclusions are discussed in this paper.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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