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篇1

毫無疑問，從長期的教學(xué)實踐來看，提高學(xué)生的英語交際能力主要障礙除了語言本身，還要從文化背景入手，因為許多語言現(xiàn)象的解釋是由文化因素決定的。文化背景知識，一方面可以幫助教師采取靈活多樣的教學(xué)方法，合理選擇教學(xué)材料，另一方面，可以激發(fā)學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣氛，學(xué)生學(xué)習(xí)由被動的學(xué)習(xí)語言知識轉(zhuǎn)變?yōu)橹鲃拥膽?yīng)用語言知識。因此，在相應(yīng)的大學(xué)英語運用靈活的方法和手段，可以更好的培養(yǎng)學(xué)生的文化意識,以及語言交際能力。

二、跨文化性大學(xué)英語教學(xué)的方法和策略

英語教學(xué)應(yīng)包括以下內(nèi)容：在有限的時間內(nèi)，利用各種現(xiàn)代化教學(xué)手段，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，提高他們運用語言的能力，通過運用學(xué)生的綜合能力和跨文化交際能力。在這一原則指導(dǎo)下，我們在從事英語教學(xué)活動中，無論是“以學(xué)生為中心”，“教師為中心”或“學(xué)習(xí)為中心”，不僅是語言學(xué)習(xí)，掌握教學(xué)規(guī)律，而是提高學(xué)生的英語應(yīng)用能力及語言交際能力。

1、詞匯解釋的含義為基礎(chǔ)，與詞的文化內(nèi)涵相結(jié)合

詞匯是用來解釋語言的基本單位，國家文化的概念是一種參考，它是最脆弱的文化滲透。由于中西方文化的差異，往往各個國家有不同的文化內(nèi)涵。為了讓學(xué)生靈活地運用英語，在英語教學(xué)和文化方面的指導(dǎo)方面，應(yīng)通過文化差異的比較，使學(xué)生了解和掌握西方文化的差異，逐步培養(yǎng)文化意識。例如，在一些常識的語言文字是一種恭維，但在另一種語言可能是貶義。對于許多中國人來說，集體主義，相互依存，因此具有積極的意義，但在西方，是負面，消極的意義。相反資產(chǎn)階級，野心，在中國人有一定的負面內(nèi)涵，但它對于西方人是一種恭維。關(guān)于“宣傳”,英語詞典定義為“政治團體影響的信息公開傳播，往往夸大甚至虛假信息?！比欢@兩個不同的字有不同的文化環(huán)境和貶義的贊美，反映了不同的文化特色。所以，當(dāng)我們說，促銷產(chǎn)品，使用產(chǎn)品的推廣，而非產(chǎn)品的宣傳。

2、課文講解，以語篇分析為主，語言點講解為輔

日常教學(xué)中有一個普遍的現(xiàn)象：教師講解課文時，如果不知道語法，不講語言點（通常是復(fù)雜的，難以理解的句子），翻譯不是造句，學(xué)生經(jīng)常難以理解。心理語言學(xué)家通過調(diào)查發(fā)現(xiàn)，成年人學(xué)習(xí)第二語言，與兒童學(xué)習(xí)母語是不同的。成人環(huán)境，認知等因素在學(xué)習(xí)第二語言學(xué)習(xí)過程中可以破壞，成人總是下意識地學(xué)會了更多的語言和母語。成年學(xué)生，他們的認知模式和思維模式早已定型。關(guān)鍵不在于是否適應(yīng)中國學(xué)生的習(xí)慣，而是在于要幫助和引導(dǎo)學(xué)生了解和掌握新的認知方式（學(xué)習(xí)第二語言）。因此，教學(xué)中要解釋的文字以及話語分析，應(yīng)根據(jù)文本體裁（敘事，描述，說明，議論等），作者是如何開始的文章（通過什么手段，在附著力的章節(jié)和收斂），文章的中心思想（即主要思想）,為目的所使用的文字和語氣等等。這些對學(xué)生理解文章內(nèi)容，作者寫作方法，和思維習(xí)慣,以及講英語是很有幫助的。至于語言點講解，它只是一種輔助手段，向教師提供一些幫助。我相信，如果不以課文講解，以語篇分析為主，即使老師可以說明一個簡單的句子或到相應(yīng)的翻譯幾個句子，也達不到讓學(xué)生理解的要求。

篇2

1．學(xué)術(shù)理性主義教學(xué)理念的滲入?？缥幕浑H課程，作為英語語言類課程的延伸。盡管其涉及傳播學(xué)、文化學(xué)、社會學(xué)等諸多學(xué)科內(nèi)容，但從根本上看，仍服務(wù)于語言教學(xué)，其最終目的是培養(yǎng)學(xué)生的跨文化交際意識與能力，從而更加自如地應(yīng)用英語同英語世界的人進行得體有效的溝通。其課程是大學(xué)英語培養(yǎng)體系中的重要一環(huán)，也就是說，在英語語言習(xí)得的語境下強化文化學(xué)習(xí)。從這個角度上看，其語言教學(xué)的載體意義不能忽視?？缥幕浑H課程的教學(xué)者，始終要明確我們是在進行更為深入的語言教學(xué)。那么學(xué)術(shù)理性主義教學(xué)理念就仍然具有重要意義。學(xué)術(shù)理性主義十分強調(diào)學(xué)科內(nèi)容，強調(diào)其對于學(xué)生智力、價值觀和思維等方面的影響，主張語言教學(xué)中應(yīng)該大量加入文化與文學(xué)的比重。基于該教學(xué)理念，跨文化交際課程的建構(gòu)不僅需要考慮跨文化交際理論方面的內(nèi)容，即文化理論與現(xiàn)象等方面的設(shè)計;還需要考慮學(xué)生的英語語言能力培養(yǎng)方面的內(nèi)容，即詞匯、語法、段落、篇章等方面的設(shè)計。

2．關(guān)注社會和經(jīng)濟效益教學(xué)理念的滲入。跨文化交際課程具有較強的現(xiàn)實意義與應(yīng)用價值。當(dāng)今社會，我們普遍認同不可能彼此孤立地生活，需要學(xué)會與他人溝通，而交際水平直接影響到現(xiàn)代人在地球村中的生存質(zhì)量?？梢姡缥幕浑H能力既是學(xué)術(shù)能力，也是生存能力，與社會及自身經(jīng)濟效益相連。而關(guān)注社會和經(jīng)濟效益的教學(xué)理念強調(diào)課程能夠給學(xué)習(xí)者帶來的經(jīng)濟價值，并且認為經(jīng)濟價值源于知識的獲取，而英語則被視為獲得知識的重要工具。由此說，追求經(jīng)濟價值是學(xué)習(xí)英語的理由。這也符合哲學(xué)意義上的功利主義思想，即“衡量教育的標(biāo)準(zhǔn)是實現(xiàn)價值與創(chuàng)造價值，教育是為職業(yè)做準(zhǔn)備，社會的需要就是教育的需要，也是人的需要”?；谠摻虒W(xué)理念，跨文化交際課程的建構(gòu)需要考慮教學(xué)的實務(wù)性與功能性，不僅不能單一介紹理論，還要加大交際實務(wù)，讓學(xué)生理解、體驗、反思進而了解跨文化交際語境下如何成功且得體地完成交際事件，在授課中要重視課堂活動設(shè)計。

3．以學(xué)習(xí)者為中心教學(xué)理念的滲入?？缥幕浑H課程不是一門單純理論介紹類課程，也非一般語言文化類課程，它要求學(xué)生對文化現(xiàn)象的體驗和對文化理論的理解，同時還要求學(xué)生將這種體驗與理解內(nèi)化為自身對于文化內(nèi)容的領(lǐng)悟，以此來進行跨文化交際。而以學(xué)習(xí)者為中心的教學(xué)理念“重視學(xué)生在知識上、情感上、智力上的需求”，強調(diào)學(xué)生生活經(jīng)歷對其學(xué)習(xí)的影響，注重自我意識和批判性思維以及學(xué)習(xí)策略等方面的培養(yǎng)。這也符合人本主義心理學(xué)的“自我實現(xiàn)論”理論，即強調(diào)學(xué)習(xí)中人的因素，認為必須尊重學(xué)習(xí)者，把學(xué)習(xí)者視為學(xué)習(xí)活動的主體，主張必須重視學(xué)習(xí)者的意愿、情感、需要和價值觀，相信正常的學(xué)習(xí)者都能自己指導(dǎo)自己“自我實現(xiàn)”潛能?；谠摻虒W(xué)理念，跨文化交際課程的建構(gòu)需要關(guān)注學(xué)生創(chuàng)造性的自我表現(xiàn)以及其與社會需求緊密相關(guān)并具有實際意義的活動，即重視學(xué)生對于文化問題的體悟與感受，尊重每一個學(xué)習(xí)個體的需求。課程還需要根據(jù)不同個體的需求采用不同的活動方式，并且在內(nèi)容上做必要調(diào)整。

4．社會重建主義教學(xué)理念的滲入。跨文化交際課程涉及不同文化的風(fēng)俗習(xí)慣、價值觀念、以及社交禁忌等問題，其中最為核心的是世界觀與文化價值觀問題。學(xué)生在學(xué)習(xí)他國世界觀與文化價值觀的同時，也會審視自身世界觀、文化價值觀，從一定意義上看，可以加深學(xué)生對于人生的體驗與領(lǐng)悟。而社會重建主義的教學(xué)理念主張為未來社會培養(yǎng)符合要求的公民，強調(diào)學(xué)校幫助學(xué)生重新看待某些社會問題進而去改變原有的生活。重建主義，也稱改造主義，實際上是“對社會危機的一種態(tài)度和教育對策并且把教育視為社會變革的工具”。基于該理念，跨文化交際課程的建構(gòu)必須重視學(xué)生的批判式思維能力，注重培養(yǎng)學(xué)生獨立思考，反思現(xiàn)實，敢于質(zhì)疑。而且其課程的建構(gòu)還需謹(jǐn)記“賦權(quán)”，即在授課時，給予學(xué)生一定權(quán)利，使其真正走出象牙塔參與社會人事等問題的查問，并且探尋解決途徑。這能幫助學(xué)生明辨是非，成為社會中的理性公民。

5．文化多元主義教學(xué)理念的滲入?？缥幕浑H課程在多元文化共存的背景下形成并得以發(fā)展，最終解決的問題也是多元文化背景下人際溝通的問題。因此，課程主旨應(yīng)該讓學(xué)生盡可能多地接觸不同文化，面對文化差異，學(xué)會欣賞不同文化的價值。而文化多元主義教學(xué)理念主張學(xué)校讓學(xué)生接觸不同文化，面對文化差異，提升少數(shù)民族自尊心，學(xué)會欣賞不同文化的和價值觀。文化多元不僅指不同文化共存，還要求在承認不同文化差異的同時平等地對待差異。其理念實質(zhì)就是促進多元文化社會中人們對不同文化的理解。基于該教學(xué)理念，跨文化交際課程的建構(gòu)必須明確態(tài)度問題，即零評價的態(tài)度與尊重的態(tài)度。前者指對待不同文化，尤其是出現(xiàn)較大文化差異時，盡量不要貿(mào)然評價;后者指對待所有文化都要尊重，即使出現(xiàn)不能欣賞、接受和理解的文化現(xiàn)象，也要做到真心尊重。在講授跨文化交際課程時，要有意識地設(shè)計一些環(huán)節(jié)去幫助學(xué)生減少偏見與歧視，教會他們尊重和理解并且主動保護不同文化的特性。

三、跨文化交際課程的教學(xué)理念建構(gòu)的整體建議

篇3

2．適度性原則

課堂中所導(dǎo)入的文化知識必須要適時適度，本著緊密為傳授語言知識服務(wù)的原則，不可喧賓奪主。因此在外語教學(xué)中需要導(dǎo)入的文化必須要與外語知識學(xué)習(xí)或交際能力培養(yǎng)相關(guān)聯(lián)。如果理解成文學(xué)、藝術(shù)、音樂、歷史、地理、哲學(xué)等，那就大錯而特錯了。這樣大量的導(dǎo)入，不但超出了大綱的范圍，而且也與教學(xué)目的和目標(biāo)背道而馳。文化的導(dǎo)入目的應(yīng)該是外語學(xué)習(xí)的補充，更好地促進學(xué)生對語言知識和交際能力的掌握。另外，教師還要根據(jù)學(xué)生的理解和吸收能力隨時對內(nèi)容進行調(diào)整，太難或太易的內(nèi)容都是不適合的。還應(yīng)合理地把握時間的分配，注意既不能影響教學(xué)的進度，又能達到文化導(dǎo)入的目的。

3．主流性原則

文化的種類豐富多彩，多種多樣，既包括高尚的，也包括低俗的部分。應(yīng)該導(dǎo)入的內(nèi)容也五花八門。既包括政治、經(jīng)濟等，也包括與生活密切相關(guān)的風(fēng)俗、習(xí)慣、禮儀等等。通常會有很多人認為“講什么都行”，對于教師來說最重要的是在“什么都行”中選擇出“什么(即所教授內(nèi)容)”［4］95。因此要求教師在備課時要精心挑選，盡可能的選取那些能為課堂知識服務(wù)的主流文化。

二、語言教學(xué)中跨文化交際能力的培養(yǎng)手段

在外語教學(xué)中對學(xué)生跨文化交際能力培養(yǎng)的手段和方法多種多樣。在教室中主要有以下三種類型。

1．充分利用文字資料

包括課本、雜志、參考書等書籍的閱讀。閱讀書籍是學(xué)生系統(tǒng)學(xué)習(xí)目的語國家文化的有效手段。特別是文學(xué)作品的閱讀非常利于人們對該國文化的理解和把握。因為某一個國家或民族的文學(xué)作品是該國家或民族文化的精華、是傳統(tǒng)文化的積蓄。教師不但要指導(dǎo)學(xué)生通過閱讀一些文學(xué)作品提高自身的修養(yǎng)、欣賞作者的創(chuàng)作技巧，還應(yīng)該對文學(xué)作品所包含的社會背景、歷史時代及文化風(fēng)俗進行詳細地剖析，這樣才利于學(xué)生對該作品所包含文化的理解和吸收。從而培養(yǎng)其對跨文化的理解意識和運用能力。因此推薦優(yōu)秀的文學(xué)作品也是外語教師的一項重要責(zé)任。另外，雜志往往會及時地登載一些最新的信息，通過閱讀雜志可以了解目的語國家最新的文化發(fā)展動態(tài)，以此來推察該國文化的變遷，以便系統(tǒng)完整地理解該國文化。

2．合理利用視聽資料

現(xiàn)階段人們使用的視聽資料主要有幻燈、收音機、錄音機、錄像、電影、網(wǎng)絡(luò)等。視聽教育是把聲音或影像資料作為素材進行教學(xué)的。在外語教學(xué)中，充分發(fā)揮視聽資料的長處，有機地使聲音和影像結(jié)合在一起，就會使外語學(xué)習(xí)中的“聽、說、讀、寫”四種技能中的“聽”與“看(另一種形式的讀)”有效地結(jié)合到一起，提高效率。而且視聽教材能夠把抽象的文化通過客觀的聲音、圖像等以影視劇等形式，再現(xiàn)活生生的生活畫面，激發(fā)學(xué)生的興趣，提高學(xué)習(xí)積極性［5］。

3．充分發(fā)揮實際指導(dǎo)者的作用

這里所說的指導(dǎo)者是指來自于目的語國家的外語教師、留學(xué)生、研究人員以及對跨文化感興趣的人士。從語言學(xué)習(xí)的角度來看，邀請外籍教師來擔(dān)任會話、聽解、社會事情、作文等課程是非常有效的一種手段。學(xué)生通過與目的語國家的人們進行接觸和交流，可以很自然的習(xí)得通常情況下在教室和課本中學(xué)不到的知識和文化。例如:我們中國人從小就知道，與人見面時為了表示誠意，要主動把自己的手伸給對方，通過握手來傳達友好。而我們在書本上也學(xué)到了日本人見面時，要把自己的頭低下，通過鞠躬來傳達一種敬意?？此品浅：唵蔚膯栴}，可是實際上，對于互不了解對方文化的雙方來說，當(dāng)時的姿勢、視線、表情、時間的長短、使用的語言等都是難題。而且這些東西不經(jīng)過反復(fù)實踐是很難掌握的。所以，在生活中通過與目的語國家人們的實際接觸會很自然地掌握。為了更好地發(fā)揮人的媒介作用，除了聘請外教外，很多學(xué)校還邀請外國留學(xué)生走進外語課堂，互相做學(xué)習(xí)伙伴，以便在實踐中學(xué)會跨文化交流。

4．利用各種渠道拓展第二課堂

語言課是一門實踐性很強的課程，外語教學(xué)在傳授語言知識的同時，還必須對學(xué)生加強語言應(yīng)用能力的培養(yǎng)。因此教師和學(xué)校利用各種渠道開展教學(xué)實踐滿足學(xué)生對語言實踐機會的需求，積極拓展第二課堂，有效促進學(xué)生語言應(yīng)用能力的提高就顯得尤為重要了。第二課堂的形勢主要有外語角、原版影視作品欣賞、外語專題講座、外事活動見習(xí)和去外企社會實踐等形式。通過以上途徑可以有效地提高學(xué)生的語言應(yīng)用能力和掌控能力，并能切身體會感悟和檢驗課堂中所學(xué)相關(guān)文化在語言應(yīng)用中的作用。在這個環(huán)節(jié)中，教師一定要適時地對學(xué)生進行文化教育指導(dǎo)，讓學(xué)生領(lǐng)悟文化在交流中的重要性，會起到事半功倍的作用。

三、語言教學(xué)中跨文化交際能力的培養(yǎng)規(guī)律分析

教師通過不斷探索，發(fā)現(xiàn)人們對跨文化的認識，通常有以下五個階段。在課堂中學(xué)生對跨文化的接觸吸收也同樣要經(jīng)歷這樣五個階段。以日語學(xué)習(xí)為例。第一階段:接觸跨文化(Contact)。大部分日語專業(yè)的學(xué)生都是進入大學(xué)才剛剛接觸日語的。由于要接觸一門嶄新的語言和文化，所以他們往往表現(xiàn)得非常興奮和期待，習(xí)慣于用自己固有的文化觀去審視新接觸的文化，覺得這也新鮮、那也新奇，而忽視了對文化深層內(nèi)涵的挖掘。經(jīng)常聽到的話語有「日本人は優(yōu)しい「和室がすき等。第二階段:否定自我(Disintegration)。隨著對日本文化理解的加深，第一階段的新鮮感逐漸消失，兩種文化間的本質(zhì)差異漸趨明顯，特別是開始與日本人接觸時，本來自認為理所當(dāng)然的事情對方卻不能理解，對于如何與日本人接觸顯得束手無策，于是慢慢的對自己失去信心，甚至對自己當(dāng)初的選擇產(chǎn)生懷疑。情緒陷入低谷。代表話語有「私はだめだ「言語的な才能を持っていない等。第三階段:自我調(diào)整(Reintegration)。在這一階段嚴(yán)重者甚至?xí)P否定目的語國家文化，以惡語攻擊目的語國家的人或者事兒。從而排斥該文化，美化本國文化。在旁觀者看來簡直就是一種退步。這就需要學(xué)生重新調(diào)整自己的心情，以冷靜的公正的態(tài)度來重新審視該文化。第四階段:自律(Autonomy)。這一階段在明確兩種文化異同點的同時接受該文化。逐漸從以本國文化觀看待事物的態(tài)度轉(zhuǎn)變到適應(yīng)接受該文化，即要具有「人に頼らなくても自分でやっていけるようになった。自律性を獲得した!的自我滿足感。這樣就能深入地理解目的語國家文化，恰當(dāng)?shù)貞?yīng)對各種問題。第五階段:獨立(Independence)。經(jīng)過以上各階段的磨煉，在此階段基本上能夠把握自己的行為在多大程度上受到目的語國家文化的影響，而且也能夠根據(jù)具體情況自如地選擇采用哪種文化觀并付諸行動。在評價目的語國家的人時也不再籠統(tǒng)地歸類，而是尊重每個人的個性特點。對學(xué)生跨文化交際能力的培養(yǎng)是在了解以上五個階段的特點后，有目的有針對性地進行。主要有兩種方式。其一:以傳統(tǒng)講義的方式把相關(guān)知識有效地傳授給學(xué)生。包括讓學(xué)生自己閱讀有關(guān)文化、歷史、政治以及經(jīng)濟等方面的書籍。但是這種方法的缺點是學(xué)生很難獲得使自己發(fā)生根本改變的信息，也不能持續(xù)地從文化交流的實際掌握改變自己的交流技巧。因此，我們不太贊成學(xué)生通過此種方法學(xué)習(xí)跨文化交流。其二是經(jīng)驗學(xué)習(xí)法。這里的經(jīng)驗學(xué)習(xí)法并不是簡單地重復(fù)見聞過的事情。而是強調(diào)通過“交流”這一重要因素進行實踐。其目的就是給學(xué)生一次客觀地重新思考和審視以往經(jīng)驗的機會和過程。具體的做法就是教師設(shè)置題目，有意識地讓學(xué)生經(jīng)歷某些事情，然后詢問學(xué)生的心理感受，讓其進行客觀性的分析。

篇4

隨著國際交往的日益頻繁．英語的重要性越來越得到人們的認可。近年來，強化學(xué)生的跨文化交際意識正逐漸為人們所重視．提高學(xué)生對目的語文化的敏感度已成為外語教學(xué)的一個目標(biāo)．跨文化交際理論是與大學(xué)英語教學(xué)不可分的。甚至可以說，大學(xué)英語教學(xué)是跨文化交際理論的具體實踐過程．外語教學(xué)的根本目的就是為了培養(yǎng)語言應(yīng)用能力．實現(xiàn)跨文化交際．與不同文化背景的人進行交流

2跨文化交際及跨文化交際教學(xué)的必然性

2．1什么是跨文化交際

跨文化交際的英語名稱是‘ntereuhuralcommunication”或“cross-culturalcommunicati0n”．它指本族語者與非本族語者之間的交際．也指任何在語言和文化背景方面有差異的人們之間的交際。一句完全合乎語法的話．用于不恰當(dāng)?shù)膱龊希蛘f得不符合說話人的身份．甚至違反當(dāng)時當(dāng)?shù)氐纳鐣L(fēng)俗習(xí)慣，就達不到交際的目的．有時甚至造成意想不到的后果。語言的使用規(guī)則就是這種語言所屬文化的各種因素，語言是文化的一部分．并對文化起著重要作用。沒有語言，就沒有文化．語言與文化互相影響．互相作用。學(xué)習(xí)一門外語不僅要掌握語音、語法、詞匯和習(xí)語，而且要知道說這種語言的人如何看待事物．如何觀察世界；要了解他們?nèi)绾斡盟麄兊恼Z言反映他們的思想、習(xí)慣、行為；要了解他們社會的文化．這樣才能夠順利地進行跨文化交流

2．2跨文化交際能力的培養(yǎng)在大學(xué)英語教育中具有重要意義

在英語教學(xué)中加強文化導(dǎo)入．培養(yǎng)學(xué)生的跨文化交際意識是非常重要的。大學(xué)英語教學(xué)的對象是大學(xué)生．他們更渴望在英語學(xué)習(xí)中了解英美文化在大學(xué)英語教學(xué)的各個方面和階段注重跨文化教學(xué)既可使學(xué)生更多地了解英美文化，激發(fā)他們的學(xué)習(xí)興趣、擴展知識面，也有利于他們對英語語言知識的掌握.

首先，從語言和文化的關(guān)系來看：語言不能脫離文化而存在，人生活在社會文化環(huán)境中

人的一切行為不可避免要受到社會文化模式的制約，語言交際行為也不例外。早在20世紀(jì)20年代。美國語言學(xué)家Sapir在Language一書中就指出：“語言有一個環(huán)境。它不能脫離文化而存在．不能脫離社會繼承下來的傳統(tǒng)和信念?！狈闹僖苍?jīng)指出：“語言是文化的一種表現(xiàn)形式。不了解英美文化，要學(xué)好英語是不可能的反過來講，越深刻、越細致地了解所學(xué)國家的歷史、文化、傳統(tǒng)風(fēng)俗習(xí)慣、生活方式以及生活細節(jié)．就越能正確理解和準(zhǔn)確使用這個語言”。

其次，跨文化交際能力的培養(yǎng)是大學(xué)英語課程建設(shè)的重要內(nèi)容.

2004年教育部正式頒布的《大學(xué)英語課程教學(xué)要求(試行)》中明確指出：“大學(xué)英語教學(xué)是以英語語言知識與應(yīng)用技能、學(xué)習(xí)策略和跨文化交際為主要內(nèi)容．以外語教學(xué)理論為指導(dǎo)，并集多種教學(xué)模式和教學(xué)手段為一體的教學(xué)體系?！币虼?，培養(yǎng)跨文化交際能力不可避免地成了當(dāng)前外語教學(xué)界的中心話題

3大學(xué)英語教學(xué)中培養(yǎng)跨文化交際的原則

大學(xué)英語教師在英語教學(xué)中應(yīng)當(dāng)使用各種原則和措施，不斷加強文化輸入的力度和深度．使學(xué)生充分意識到本族語與英語及其所屬文化的差異．盡量避免或消除因跨文化而引起的誤解與困惑。英語教學(xué)過程中的文化導(dǎo)入必須遵循以下幾個原則：

3．1實用性原則

實用性原則要求輸入的文化內(nèi)容與學(xué)生所學(xué)的語言內(nèi)容密切相關(guān)，文化教學(xué)緊密結(jié)合語言交際實踐。這樣．不但能使學(xué)生對語言與文化關(guān)系的認識更具體、更實際．更能激發(fā)學(xué)生學(xué)習(xí)語言和文化的興趣．產(chǎn)生較好的良性循環(huán)。

3_2系統(tǒng)性原則

在外語教學(xué)中，文化輸入往往缺乏系統(tǒng)性。教師在講授語言的過程中．往往是遇到一種文化現(xiàn)象就順便解釋一下，對于文化教學(xué)的內(nèi)容和方法無統(tǒng)一、具體的要求。因此，教師應(yīng)系統(tǒng)地給學(xué)生輸入交際文化和知識文化．避免在文化輸入過程中出現(xiàn)盲目性和混亂傾向．從而更好地提高學(xué)生的外語交際能力

3．3階段性原則

階段性原則要求文化內(nèi)容的導(dǎo)入應(yīng)遵循循序漸進的原則。根據(jù)學(xué)生的語言水平、接受和領(lǐng)悟能力，確定文化教學(xué)的內(nèi)容，由淺入深、由簡單到復(fù)雜、由現(xiàn)象到本質(zhì)。同時在貫徹階段性原則時．必須注意文化內(nèi)容本身的層次性和一致性。不至于使教學(xué)內(nèi)容顯得過于零碎。外語教學(xué)在起始階段應(yīng)使學(xué)生對英語國家文化及中外文化異同有粗略的了解教學(xué)中涉及的英語國家文化及中外文化知識應(yīng)與學(xué)生身邊的日常生活密切相關(guān)．并能激發(fā)學(xué)生學(xué)習(xí)英語的興趣。在英語學(xué)習(xí)的較高階段．要通過擴大學(xué)生接觸異國文化的范圍，幫助學(xué)生拓寬視野．使他們提高對中外文化異同的敏感性和鑒別能力．進而提高跨文化交際能力

3．4適度性原則

外語教學(xué)中不同文化的導(dǎo)入．只是傳統(tǒng)外語教學(xué)的延伸、補充和發(fā)展，而不是以其為中心。所以我們不能本末倒置．過多的文化導(dǎo)入不但不能起到促進語言教學(xué)的作用．反而成為學(xué)生的學(xué)習(xí)負擔(dān)和阻力要根據(jù)英語教學(xué)的需要，適度地導(dǎo)入文化內(nèi)容。如屬于主流文化的內(nèi)容及有廣泛代表性的內(nèi)容，就應(yīng)該詳細講解，反復(fù)操練。還應(yīng)正確處理好文化習(xí)俗和傳統(tǒng)的來龍去脈，等等。此外，教學(xué)方法要適度．講解的內(nèi)容要有選擇性，應(yīng)鼓勵學(xué)生自學(xué)。進行大量的課外閱讀．增加文化知識的底蘊。

4大學(xué)英語教學(xué)階段跨文化意識培養(yǎng)的措施與方法

英語教師在教學(xué)中要注重文化教學(xué)．即把英語國家的文化背景和文化語言習(xí)慣滲透到日常的英語教學(xué)中去．培養(yǎng)學(xué)生對文化差異的敏感性、寬容性及處理文化差異的靈活性．使得學(xué)生在英語的實際使用過程中能夠迅速、準(zhǔn)確、恰當(dāng)?shù)貍鬟f信息并使交流內(nèi)容更加豐富。在大學(xué)英語教學(xué)中．要培養(yǎng)學(xué)生的跨文化意識，可以從以下三個方面人手

4．1課堂教學(xué)方面

在日常教學(xué)工作中．教師要善于優(yōu)化語言教學(xué)模式．改進教學(xué)方法．提高課堂效率

4．1．1充分利用和發(fā)掘教材中所蘊含的文化背景知識 大學(xué)英語教科書中蘊含著大量的文化背景知識．現(xiàn)行的教材中有許多地方都出現(xiàn)了與文化背景知識相關(guān)的話題，只要充分挖掘其中的內(nèi)涵，通過日常課堂教學(xué)隨時提供和補充相關(guān)知識是完全可行的教師在講課過程中千萬不能對這些跨文化的背景知識和文化差異蜻蜓點水般地一帶而過．而應(yīng)結(jié)合語言知識有目的、有重點地向?qū)W生傳授。例如教師可以揭示詞匯的文化內(nèi)涵，文化不僅影響了詞匯的字面意義，也影響了詞匯的引申意義因此．教師在傳授詞匯概念意義的同時．也要把詞匯所蘊涵的文化知識傳授給學(xué)生．幫助和引導(dǎo)學(xué)生挖掘特定文化背景下詞匯的深層涵義．讓他們?nèi)轿坏乩斫夂桶盐赵~匯．把詞匯文化內(nèi)涵融入教學(xué)中

4．1．2營造使用英語的環(huán)境或氛圍 語言交際需要場景環(huán)境．如果教師脫離場景環(huán)境而孤立地進行英語教學(xué)．那么學(xué)生所學(xué)之知識則非生動之語言。因此．課堂中教師應(yīng)盡可能創(chuàng)設(shè)接近現(xiàn)實生活的英語環(huán)境．有意識地把語言形式和社會語境結(jié)合．使學(xué)生更好地明白英語國家的人在什么場合說什么話．了解在交際中使用的各種行為模式以及控制這些行為的規(guī)則．使學(xué)生在實際演練中能積極地用英語思維組織語言。充分運用所掌握的語言知識、語言技能

4．1．3充分利用電教設(shè)備為學(xué)生創(chuàng)造語言和文化環(huán)境 現(xiàn)代教學(xué)手段如網(wǎng)絡(luò)、多媒體、英美報刊雜志、幻燈機、錄像機等的應(yīng)用已成為必然。將這些手段有機地與課堂結(jié)合．選擇和語言材料相關(guān)的背景文化知識．利用這些手段調(diào)動學(xué)生去理解文化背景知識是提高課堂教學(xué)的關(guān)鍵。教師和學(xué)生都應(yīng)該充分利用大眾傳媒架起文化間的橋梁。

4．2課外教學(xué)方面

要培養(yǎng)學(xué)生的跨文化交際能力．僅憑課內(nèi)學(xué)習(xí)是不夠的．而適當(dāng)?shù)恼n外活動是課堂教學(xué)的擴展和補充．要創(chuàng)設(shè)文化氛圍拓展第二課堂。為此。教師在設(shè)法改進課堂教學(xué)的同時．還應(yīng)努力拓展第二課堂，積極引導(dǎo)學(xué)生自主學(xué)習(xí)，參與各種課外交際活動。課外引導(dǎo)學(xué)生大量閱讀是一種學(xué)習(xí)西方文化的好辦法“通過引導(dǎo)學(xué)生閱讀大量的英語經(jīng)典文學(xué)作品，積累有關(guān)的文化背景、社會習(xí)俗、社會文化關(guān)系等方面的材料。”聽英語講座、報告、廣播；觀看英語電影、錄像；組織英語討論、編排英語戲劇、組織表演等活動．全方位了解英語的文化知識．體會英漢兩種文化的差異。

4．3加強師資培訓(xùn)

篇5

近年來在高校英語專業(yè)教學(xué)中，跨文化教學(xué)得到越來越多的重視．培養(yǎng)跨文化交際意識和能力已是英語教學(xué)中不爭的共識。跨文化教學(xué)的重點應(yīng)該是“提高意識”而非“認同采納”。作為英語專業(yè)的一門主干課程，《高級英語》除培養(yǎng)學(xué)生的語言綜合應(yīng)用能力外，還應(yīng)培養(yǎng)學(xué)生的思維能力和解決問題能力．特別是提高學(xué)生對于不同文化的分析鑒別能力。因此，《高級英語》課程需要注重教學(xué)中雙向文化認知的導(dǎo)入，創(chuàng)設(shè)中西文化的課堂交流平臺．開展豐富多彩的課外活動。高級英語教學(xué)階段除了對基礎(chǔ)階段語言知識和語言能力進行鞏固和提高之外，更重要的就是文化意識、特別是跨文化意識的培養(yǎng)．因為高級英語階段的學(xué)生已經(jīng)掌握了基本的語言技能和知識．而運用語言知識需要對一定的目標(biāo)語的社會文化，包含歷史文化、生活習(xí)俗、風(fēng)土人情等內(nèi)容的融會貫通。

二、高級英語教學(xué)中實施文化教學(xué)的障礙

(一)英語教育考試導(dǎo)向及其要求。

劉潤清先生在(21世紀(jì)的英語教學(xué)》一文中不無憂慮地指出．“目前英語的教與更多的是出于商業(yè)目的，并不是為了發(fā)展什么‘文化’和‘社會’的目的，這正是有識之士所擔(dān)心的”。各種英語考試多半是對英語語言知識的掌握和應(yīng)用的考查，這樣．英語教學(xué)的過程免不了過分強調(diào)語言知識的傳授，而對其語言所蘊藏的文化卻往往忽略。而高級英語教育更是如此。

由于高級英語的語言知識量非常豐富，能力要求絕大多數(shù)也停留在英語語言的聽說讀寫譯。學(xué)生沒有太多涉獵到文化的內(nèi)容，對他們的考試成績影響不大。2004年修改的《高校英語專業(yè)八級考試大綱》加大了對于文化內(nèi)容的考核，雖然考察的基本上都是常識性的內(nèi)容，但由于多年來的傳統(tǒng)教學(xué)模式的影響，師生文化意識淡薄，課堂文化元素難尋，跨文化教學(xué)的路依舊艱辛。因此，認真研究跨文化教學(xué)，探索培養(yǎng)學(xué)生跨文化交際能力的途徑，真正提高高級英語教學(xué)質(zhì)量，培養(yǎng)未來社會所需人才具有十分重要的意義。

(二)英語教師的文化素養(yǎng)。

受我國多年應(yīng)試教育及高校擴招引起的綜合教學(xué)水平降低的影響。很多年輕高級英語教師本身就缺乏淵博的中外歷史、社會文化知識，再加上學(xué)生本身的不重視，在高級英語教學(xué)中．很多教師只注意教那些考試要求的內(nèi)容而忽略一定的文化社會背景。這些狀況應(yīng)該引起英語教師的反思。所以，培養(yǎng)跨文化意識的人才呼喚有較高的語言素質(zhì)和較強的文化素養(yǎng)的教師。

三、高級英語教學(xué)中實施跨文化教學(xué)的措施

雖然高級英語教學(xué)中實施跨文化教學(xué)有諸多障礙和困難，但這不是不進行跨文化教學(xué)的理由。不管教初級英語還是高級英語，在語言知識和技能的教學(xué)過程中，教師都應(yīng)該有意識地進行文化教學(xué)，而且要持之以恒，因為“語言學(xué)習(xí)者不可能一下子擺脫自己固有的文化而輕易獲得另一種文化” (Byram，1994)。那么如何在高級英語教學(xué)中實施跨文化教學(xué)呢?筆者認為可以從以下幾個方面人手。

(一)挖掘教材，順勢拓展。

現(xiàn)行的張漢熙編AdvancedEnglish及楊立民編Con．tempo．r~-’yCollegeEnglish等教材有一個特點是“文化滲入”。教師可以充分利用這些材料。深挖其文化元素并進行適當(dāng)?shù)耐卣梗黾訉W(xué)生對文化知識的理解。例如，教師在講授肯尼迪的就職演說時就可以圍繞美國總統(tǒng)選舉、任期等內(nèi)容展開，并可以對比中美兩國元首等內(nèi)容，讓學(xué)生將相關(guān)知識銘記于心。又如“VirginiaWoolf’的“Professionsdorwomen”中有關(guān)于英國人不愿吃雞腿的習(xí)慣——吃雞腿等于“sacriifce”，中國學(xué)生對此不理解。這種不解源于中英飲食文化的差異。

(二)詞匯教學(xué)，彰顯文化。

語言中受文化影響最大的是詞匯。PeterTrudgill在《社會語言學(xué)》一書中指出：“一個社會所用語言中的詞匯體現(xiàn)出該文化與其他文化的主要差別。”英語中有許多詞匯來自神話、寓言、傳說或典故。了解這些詞背后的文化，有助于學(xué)生對詞匯的理解和應(yīng)用。有助于提高學(xué)生的學(xué)習(xí)英語的興趣。又如在學(xué)動物名稱時可以介紹寵物習(xí)俗。任何民族都有自己喜愛的動物，因此寵物文化有鮮明的地域性、民族性。例如中英兩國的人對狗有不同的傳統(tǒng)看法。中國人一般厭惡鄙視這種動物。常常用狗來形容和比喻壞人壞事，諸如“狗仗人勢、狗腿子、狗眼看人低”等。但是英國人對狗有好感，認為狗是忠實可靠的朋友。因此，英語中有許多關(guān)于狗的習(xí)語。例如luckydog。喻指“幸運的人”；bigdog，喻指“大亨、要人、保鏢”等。詞匯富含文化，只要教師勤于探究和積累，通過詞匯教學(xué)．可以讓學(xué)生學(xué)到許多課本上沒有的各種文化知識，另一方面．學(xué)生會更加佩服老師知識的淵博。總之，這是教學(xué)相長的好事。

(三)靈活教學(xué)，滲透文化。

篇6

一、跨文化交際能力的含義

跨文化交際(cross culture communication)指本族語言者與非本族語言者之間的交際，也指任何在語言和文化背景方面有差異的人們之間的交際?？缥幕浑H涉及到不同的文化背景、宗教信仰、社會環(huán)境以及由此所形成的不同的語言習(xí)慣、社會文化、風(fēng)土人情。

二、文化差異對跨文化交際的影響

不同文化背景的人在交際過程中遵守著不同的交際原則，這些交際原則是人們在日常生活中逐漸形成的，它們蘊含著文化意義。在跨文化交際中，人們遵循什么樣的交際原則上，常常會受到他們所依附的文化背景的干擾。

1.價值觀念的差異：每個社會都有其自身的價值體系，它影響著生活在該社會的人們的思維模式及交際原則。比如說中國人提倡集體主義，相反，西方人更強調(diào)個人主義。例如英語某些單詞既有褒義色彩，又有貶義色彩，由于中西兩種價值觀的不同就有了不同的看法。如ambitious一詞，我們常取其貶意，表示野心勃勃，而美國人多取其褒義，表示有雄心壯志。

2. 禮儀習(xí)俗的差異：社會習(xí)俗是人們在長期的歷史發(fā)展過程中沿襲下來的一種生活方式，習(xí)俗文化一般包括稱呼、問候、道謝、打電話、告別等。例如，中國人常用“吃飯了嗎？”作為吃飯前后打招呼的常用語，如按字面譯成“Have you eaten？”外國人聽起來就覺得很奇怪，有時會誤以為你要請他吃飯。

中國學(xué)生學(xué)英語沒有學(xué)習(xí)母語的那種環(huán)境，這就要求教師在教語言的同時一定要培養(yǎng)他們的跨文化意識、提高他們的交際能力。

三、培養(yǎng)跨文化交際能力的必要性

由于世界上每一種文化都具有其他文化所沒有的特質(zhì)，任何一種文化都不能替代另一種文化本身的功能。全球化帶來的跨文化交際遇到文化障礙是必然的。胡文仲教授認為：只注意語言的形式， 而不注意語言的內(nèi)涵是學(xué)不好外語的。因此，要獲得跨文化交際的最佳效果，我們不僅要掌握語言本身的規(guī)律，而且還需要了解語言所承載的文化內(nèi)涵。

四、在教學(xué)中培養(yǎng)跨文化交際能力

1.教師應(yīng)不斷提高自身的跨文化交際意識和文化素養(yǎng)。英語教師的素質(zhì)直接影響到學(xué)生跨文化交際能力培養(yǎng)的效果。許多英語教師對傳授語言知識，講解語法結(jié)構(gòu)駕輕就熟。但涉及到跨文化交際能力時，就會感到自身的文化知識不夠豐富，語用能力不強，因而對英語語言文化教學(xué)有畏難情緒。因此，在可能的情況下，英語教師應(yīng)到國外進修學(xué)習(xí)，親臨所學(xué)語言的民族文化氛圍，耳濡目染，親身感受英美國家的語言與文化差異。

2.作好文化背景知識的介紹。在英語課堂上，教師應(yīng)適當(dāng)穿插有關(guān)英語國家的文化背景知識，諸如這些國家的歷史、地理、宗教信仰、風(fēng)俗習(xí)慣、生活方式及風(fēng)土人情等等。要讓學(xué)生明白， 在交際中，不能死死抱住本民族的思維方式和文化習(xí)慣。因為， 即使使用的語法詞匯都正確， 也會導(dǎo)致交際的失敗。

3.充分利用現(xiàn)代多媒體技術(shù)網(wǎng)絡(luò)，發(fā)揮第二課堂的作用。課堂時間是有限的，僅靠課堂教學(xué)遠遠不能滿足學(xué)生學(xué)習(xí)和掌握外語的需要。適當(dāng)、合理、有序的課外活動是課堂教學(xué)的補充和延伸，是幫助學(xué)生提高英語交際能力的輔助手段。在教學(xué)中，教師應(yīng)充分利用多媒體設(shè)備，給學(xué)生創(chuàng)造一個真實的語言環(huán)境。如播放一些專門介紹社會情況的記錄片等，讓學(xué)生直接感受英語國家的文化、習(xí)俗。

培養(yǎng)當(dāng)代大學(xué)生的跨文化交際能力對于提高外語人才的素質(zhì)以及綜合能力具有重要意義，而提高跨文化交際能力是一項艱巨而又復(fù)雜的任務(wù)，需要我們廣大外語工作者認真探索，努力嘗試。

參考文獻

篇7

文化指一個國家和民族在社會歷史發(fā)展過程中所創(chuàng)造的物質(zhì)和精神文明的總和，涉及歷史、地理、文學(xué)藝術(shù)、風(fēng)俗習(xí)慣、風(fēng)土人情、生活方式、行為習(xí)慣和價值觀念等。而語言是文化的媒介，文化影響和制約著語言交際，語言和文化密不可分。因此，教師一定要注重文化導(dǎo)入，應(yīng)處理好語言與文化的關(guān)系，努力使學(xué)生在學(xué)習(xí)英語過程中了解外國文化，特別是英語國家文化，幫助他們提高理解和恰當(dāng)用英語的能力，不斷拓展文化視野，加深對本民族文化的理解，發(fā)展跨文化交際的意識和能力。

二、口語教學(xué)中培養(yǎng)跨文化交際能力的途徑

1、文化背景知識的介紹

不同民族有著不同的生活和行為方式，價值觀、思維方式和等也不盡相同．所有這些都通過其語言表現(xiàn)出來．英語教學(xué)不可脫離隱藏在語言深處的文化背景．要想在跨文化交際中獲得成功，交際雙方就必須對對方的政治、經(jīng)濟、文化等背景知識有一定的了解。同時中學(xué)英語教學(xué)的目的是通過聽、說、讀、寫的訓(xùn)練，使學(xué)生獲得英語基礎(chǔ)知識和為交際初步運用英語的能力師可用一定的課時介紹有關(guān)的歷史背景和事件，以使學(xué)生更深刻地理解文章內(nèi)容。

2、交際能力的培養(yǎng)

跨文化交際研究涉及交際的整個領(lǐng)域。交際方面的主要差異包括：中西方交際行為方式的主要差異，中西方在處理主要社會關(guān)系上的差異，漢英姓名和稱謂的異同比較，中西方非言語交際的主要差異，漢英中常見的成語、諺語、俚語、委婉語及禁忌語的對比。英語教師要讓學(xué)生清楚地認識到：不同民族由于地理、自然環(huán)境等種種因素的影響，其生活方式也不盡相同，因而文化帶有民族性；文化是多元的而不是一元的；文化是變化的而不是靜止的，為此，在英語教學(xué)中不能只單純注意語言教學(xué)，而要努力營造交流的語言環(huán)境，培養(yǎng)學(xué)生強烈的文化意識，重視語言文化差異及對語言的影響，最終實現(xiàn)英語教學(xué)中跨文化交際能力的培養(yǎng)。

3、激活學(xué)生學(xué)習(xí)口語的態(tài)度

許多來華從事英語口語教學(xué)的外籍教師都有一個共同感受，那就是很多中國學(xué)生的害羞心理是需要師生共同突破的第一道障礙。應(yīng)當(dāng)說絕大多數(shù)學(xué)生還是希望能夠流利地說好英語的，無論是為了應(yīng)試還是為了應(yīng)用，學(xué)習(xí)英語口語的動機是毋庸置疑的。那么怎樣激活學(xué)生潛在的積極態(tài)度呢？我們不妨在備課階段設(shè)計適合學(xué)生水平的教學(xué)任務(wù)，打消其害怕出錯的畏懼心理；同時采取情境性教學(xué)設(shè)計方案，首先采用多媒體輔助教學(xué)手段呈現(xiàn)一定的音像會話資料，必要時點出關(guān)鍵的可供學(xué)生模仿套用的句型、短語、詞匯，之后按類似模式選題，如以談?wù)搨€人愛好的“Myfavorite…”等為題，由學(xué)生按照自己的愛好作答，參考教師事先提供的有關(guān)材料，用目標(biāo)語表達自己的想法和感情，進而體會到成功的喜悅，使其逐漸放開膽子開口講英語。

4、轉(zhuǎn)變教學(xué)理念，提高文化素養(yǎng)

篇8

一、英語教學(xué)中培養(yǎng)跨文化交際能力的原因

英語教學(xué)之所以要注重對學(xué)生跨文化交際能力的培養(yǎng)是因為中西文化存在著差異。中西方文化的差異體現(xiàn)在生活的各個方面，比如稱謂、問候、介紹、詢問等各個方面。具體來講，有以下幾個方面：

1.價值觀念的差異。價值觀念是文化的核心，不了解一個民族的價值觀念，就不會充分理解該民族的語言表達方式和行為模式，很容易造成跨文化交際中的語用失誤。

2.倫理道德觀念的差異。倫理道德的差異也是造成跨文化交際失誤的重要原因之一。中國人習(xí)慣透明生活，個人的行為和意志常受到周圍無數(shù)有形無形的制約，不太在意隱私權(quán)。相比之下，西方社會在價值觀念上十分重視個人的權(quán)利與自由，重視法律上的人人平等。

3.民族習(xí)慣和思維方式的差異。民族習(xí)慣是指一民族在長期的歷史發(fā)展過程中逐漸形成、反復(fù)出現(xiàn)并世代相習(xí)的生活方式。民族習(xí)慣生動地體現(xiàn)一個民族的生活習(xí)慣、行為方式、倫理觀念等方面的傳統(tǒng)特點，是構(gòu)成民族文化歷史的主體。民族習(xí)慣一旦產(chǎn)生，會對該民族成員的思想和行為產(chǎn)生極大的約束作用。

可見，中西文化的差異是無處不在的。所以，如果在英語教學(xué)中不注重跨文化交際的教學(xué)，在實際交往中就會出現(xiàn)尷尬的局面，造成交際失誤，影響交際質(zhì)量。

二、英語教學(xué)中導(dǎo)入跨文化交際教學(xué)的重要性

如前所述，中西文化在交往的各個領(lǐng)域都存在或多或少的差異，那么在教學(xué)中進行跨文化交際教學(xué)就十分重要了。在教學(xué)中伴以文化的導(dǎo)入，會使英語學(xué)習(xí)多姿多彩，能提高學(xué)生的學(xué)習(xí)興趣?？缥幕浑H是發(fā)生在兩個不同文化負擔(dān)者之間的，所以雙方只有充分了解彼此的文化，了解文化的異同，才能成功地交流。因此，在實踐中，通過將語言和文化相結(jié)合，增強學(xué)生的文化差異和跨文化意識，培養(yǎng)學(xué)生的跨文化交際能力就十分必要。

三、如何在英語教學(xué)中培養(yǎng)學(xué)生的跨文化交際能力

在英語教學(xué)中，跨文化交際的教學(xué)也是有章可循的。如教師可以根據(jù)教科書上的內(nèi)容講解與其相對應(yīng)的背景知識，把文化知識的介紹自始至終貫穿于整個教學(xué)活動之中；也可以用比較法，在重視所學(xué)語言國家的文化習(xí)俗的同時，引導(dǎo)學(xué)生學(xué)習(xí)自己的民族文化，關(guān)注不同文化的差異，從而更好地把握和運用所學(xué)的語言比較母語文化與目的語文化之間的異同，分析“同”，增強語言習(xí)得中的“正遷移”，指出“異”，防止“負遷移”，使學(xué)生充分了解母語和目標(biāo)語文化的異同，在交際實踐中盡可能地避免“負遷移”。教師還可利用輔助教學(xué)設(shè)備，如錄像、電影等，使學(xué)生直觀生動地了解英語國家的文化，增強學(xué)生對文化差異的敏感性。同時，教師還可以組織一些英語活動，如表演話劇、英語角、外教課等，盡量給學(xué)生提供能運用語言的環(huán)境，使學(xué)生在輕松愉快的氣氛中學(xué)到文化知識。

此外，因為單詞是英語語言的“細胞”，所以教師對學(xué)生跨文化交際意識的培養(yǎng)必須從單詞、短語入手。單詞、短語的含義常因說話人的年齡、性別、社會地位、方言、說話目的等不同而有所變化，所以在遣詞造句上要注意以下情況：

1.語域。語域指在具體條件下習(xí)慣應(yīng)用的語言形式。如，在與人打招呼時，何時用“How are you？”何時用“How do you do？”或“Hello！”“Good morning！”等。再如，表示女孩漂亮用“nice”，表示男孩英俊用“handsome”，要避免用錯。

2.搭配。英語中有些單詞搭配力強，應(yīng)熟練掌握、正確理解和運用。如學(xué)到“man”就可以擴大學(xué)習(xí)policeman，postman及詞組play the man 等。

3.同義詞和反義詞。英語單詞的意義往往可以運用同義詞和反義詞來表達。要想盡可能地運用英語進行交際，就應(yīng)該重視同義詞和反義詞的運用。例如，在談到“不同的”這個概念時，如果一時忘了“different”這個詞，還可用“not the same”來表達，同樣可以達到交際目的。

隨著中西文化交流不斷擴大，跨文化交際越來越被人們所重視。不同語言、不同文化背景的人要成功地進行交流，語言是基礎(chǔ)，而跨文化交際能力和意識更為重要。成功的跨文化交際不僅需要我們具備良好的語言能力，而且也需要了解彼此文化間的差異，增強對目的語文化的領(lǐng)悟力，提高社會文化能力。中只有這樣，才能避免因文化差異而帶來的跨文化語用失誤。教師在英語教學(xué)中，應(yīng)以培養(yǎng)學(xué)生的語言實際運用能力和跨語言交際能力為基本出發(fā)點，在實際教學(xué)中注重文化的導(dǎo)入，切實提高學(xué)生的能力。

參考文獻：

[1]高遠.對比分析與錯誤分析[M].北京：北京航空航天大學(xué)出版社，2002.

[2]胡文仲.文化與交際[M].北京：外語教學(xué)與研究出版社，1994.

[3]張公謹(jǐn)，丁石慶.文化語言學(xué)教程[M].北京：教育科學(xué)出版社，2004.

篇9

（一）文化定型的涵義

“定型”（stereotype）又譯作定勢。蘇聯(lián)吉魯格亞心理學(xué)家“定勢心理學(xué)”創(chuàng)始人烏茲納杰（1886-1950）著《定勢心理學(xué)實驗原理》，將定勢定義為主體在知覺對象之前的預(yù)先準(zhǔn)備性，是主體意識不到的一種內(nèi)部整體狀態(tài)，它決定著人的活動傾向，是外界作用與人的心理活動之間的中介環(huán)節(jié)。

（二）文化定型在跨文化交際教學(xué)中的積極作用

“定型幾乎存在于各種跨文化交際情境中，為滿足人們認知過程中的心理需求提供了一種快捷、方便的手段?！保⊿amovar， 2000： 246） “定型既是人對世界的認知過程，也是人對世界的認知結(jié)果?！保ㄚw愛國，2005：9） 文化定型在跨文化交際教學(xué)過程中應(yīng)用廣泛、效果顯著。教師通過對于個別“定型”的介紹、對比分析、羅列舉例，減輕學(xué)生面臨未知文化時的茫然無措和認知負擔(dān)，大大簡化學(xué)生的認知過程。

（三）文化定型在跨文化交際教學(xué)中的消極影響

跨文化交際教學(xué)過程中，以獲取間接經(jīng)驗為主導(dǎo)的學(xué)習(xí)方式存在諸多問題：其一，學(xué)生被間接經(jīng)驗束縛住視野，重點關(guān)注異種文化與所屬文化的差異，較少注意文化的共通性；其二，人云亦云，以偏概全，學(xué)生較少有機會發(fā)揮主觀能動性對間接經(jīng)驗加以評判、實踐。此種跨文化交際的教學(xué)方式難以讓學(xué)生對于世界的“多極”抱有兼容并蓄的胸懷，恰恰相反，學(xué)生可能就此陷入“極化”認識的誤區(qū)。其三，跨文化交際不同于母語交際，語言差異進一步擴大文化差異的程度和交際者對于差異的主觀感受。語言障礙使得學(xué)生過多依賴教師，較難對學(xué)到的框架式、高集成的“定勢”知識進行充實、貫通。語言與文化如水融密不可分，語言弱勢易造成學(xué)生心理弱勢，“定勢”知識、“定勢”思維容易造成學(xué)生將異族文化抽象化、神圣化，且很多時候這種抽象化、神圣化存在于潛意識層面，對未來交際產(chǎn)生深遠影響。

二、在跨文化交際教學(xué)中的利用與超越文化定型

（一）在跨文化交際教學(xué)中應(yīng)用文化定型的策略

1.應(yīng)用“他定型”文化定型

在對自身文化深入、理性的了解的基礎(chǔ)上，跨文化交際教學(xué)的重頭戲是向?qū)W生傳遞其他文化的方方面面。文化定型既具有相對穩(wěn)定性又具有可變性。文化定型具有跨時間和地區(qū)的穩(wěn)定性，一旦形成便不易改變。

教師可選用多國學(xué)者所著的教材，加以比較、鑒別。所選著作體現(xiàn)的中心觀點不應(yīng)太偏激，或太偏離其民族的核心意識觀念，以免誤導(dǎo)學(xué)生形成消極的文化定型觀念。教師應(yīng)當(dāng)時常提醒自己和學(xué)生保持清醒頭腦，慎重對待書本中在概括文化定型時使用的褒、貶義形容詞，識別作者所處的文化背景和由此產(chǎn)生的情感態(tài)度。重大歷史事件常常是文化發(fā)展的轉(zhuǎn)折點、助推器，用強勁、集中的方式將隱形于水面之下的深層文化價值核心展現(xiàn)出來。教師可選取著名歷史事件，通過影像、錄音等客觀性、直觀性較強的資料，讓學(xué)生直面事實。

文化定型教學(xué)應(yīng)顧及文化的動態(tài)多變性。文化不是靜止的、一成不變的。表層文化不斷演變，深層文化也在發(fā)生著微調(diào)。科技發(fā)展改善物質(zhì)環(huán)境，經(jīng)濟進步加快生活節(jié)奏，深扎于文化之中的人們的生活方式、交往模式乃至思維模式都在發(fā)生變化。這種變化可能是漸進式的，也可能是斷點式的，教師可選取反映出某種生活方式、交往模式乃至思維模式發(fā)生改變的完整過程，并從中提煉文化定型對于已發(fā)生改變的表/深層文化的解釋的欠缺性，讓學(xué)生體會出文化的動態(tài)性特征。

（二）在跨文化交際教學(xué)中的超越文化定型的策略

高一虹（2002）將跨文化交際能力的培養(yǎng)從心理學(xué)理論的角度劃分成三分模式，在此模式基礎(chǔ)上，跨文化交際能力包括認知、情感、行為三個層面。在跨文化教學(xué)中，我們以這三個層面為目標(biāo)，探討如何實現(xiàn)對文化定型的超越。

1.認知層面

跨文化交際教學(xué)重點多放在對于國別文化、典型文化的介紹上，擴大學(xué)生的知識面。然而，此類教學(xué)內(nèi)容較難從根本上提升學(xué)生對自身價值觀念的意識。價值觀念是文化的核心。價值觀念與文化的其他部分的關(guān)系猶如綱與目的關(guān)系。與介紹個別文化同樣重要、甚至更為重要的是，向?qū)W生推介文化價值的比較工具、理論框架，使得學(xué)生對于文化差異的認識從感性上升到理性。教師不拘泥于單個文化的特點，而是提供比較常量，幫助學(xué)生有的放矢地在語料、資料中形成自己對各個文化特點的判斷，并最終提升對自身價值觀念的意識，在跨文化交際中知己知彼，做出理性判斷和得體行為。

這里舉兩個例子，希望起到拋磚引玉的作用。教師可以引薦上世紀(jì)80年代初荷蘭社會心理學(xué)家吉爾特?霍夫斯塔德（Geert Hofstede）的研究成果。霍氏總結(jié)了反映民族文化差異和價值觀念的四個獨立維度，并且計算出了五十多個國家和地區(qū)在這四個維度上的量值， 基本上描繪了一個民族的文化特征，揭示了不同文化之間量的差異性。這四個維度分別是：個人主義vs. 集體主義、權(quán)力距離、不確定性回避和陽性文化vs. 陰性文化。學(xué)生深入學(xué)習(xí)這四個維度之后，能夠在這四個維度的框架內(nèi)接觸、研究一個陌生的異種文化，并與自身文化進行比較，得出客觀、全面的認識。

另一個可以引薦給學(xué)生的文化價值比較工具是美國人類學(xué)家弗羅倫斯?克拉克洪（Florence Kluckhohn）的研究?？耸显趯?shù)百種文化進行研究后得出結(jié)論：每種文化都必須對人和自然關(guān)系取向、時間取向、行為取向、人性取向和社會關(guān)系取向五個方面的問題作出回答，它們是價值觀中最基本的五個問題。

跨文化交際教學(xué)重點多放在對異種文化上，較少反觀自身，仿佛把學(xué)生對自身文化的了解當(dāng)成一種必然。實則不然。學(xué)生對于自身文化是一種經(jīng)驗型認識，難以透過現(xiàn)象認識本質(zhì)。加之多年外語學(xué)習(xí)，接受異族文化對自身價值觀、文化觀的沖擊，就更難對自身文化得出客觀、全面、系統(tǒng)性的認識。有些同學(xué)甚至認為，只要對異族文化了解得深入，將自己也變成異族文化中的一員，就能順利進行跨文化交際?！案念^換面”論純屬天真的童話，況且跨文化交際的題中之意本是文化交流、兼收并蓄、共同發(fā)展，而不是一味的趨同。

2.情感層面

首先，教師應(yīng)重點培養(yǎng)學(xué)生作為跨文化交際者的兩種情感能力，即移情能力和自我心理調(diào)適能力。

（1）移情能力。作為文化群體的一員，交際個體都有民族中心主義（ethnocentrism）的傾向，即自高自大，認為人家什么東西都不如自己，以本民族文化為標(biāo)準(zhǔn)評價其他文化，對其他文化存在文化思維定勢、偏見和反感情緒。

（2）自我心理調(diào)適能力。交際者可能因文化差異產(chǎn)生心理焦慮或感到心理壓力，集中表現(xiàn)為文化休克。應(yīng)重視培養(yǎng)學(xué)生自我減輕心理壓力的能力、對目的語文化中不確定因素的接受能力和保持自信和寬容的能力。

首先要引導(dǎo)學(xué)生警惕“妄自菲薄”心理（self-abasement）和懼外心理（xenophobia）。今日中國經(jīng)濟社會保持較快發(fā)展速度，與世界聯(lián)系緊密，但在綜合國力、人民素質(zhì)、當(dāng)代文化事業(yè)發(fā)展等方面仍與前沿發(fā)達國家存在不小的差距，加之中華民族百余年受欺侮的歷史，給一代代國民留下了國弱民貧的心理烙印，盡管這個烙印伴隨國力漸強有所淡化，但心理痼疾長存。

其次，教師應(yīng)重視培養(yǎng)學(xué)生的跨文化交際意識，幫助學(xué)生形成對文化的科學(xué)信念與態(tài)度。不將學(xué)習(xí)的終點放在順利完成某一次特定的外賓會見、涉外導(dǎo)游、文化交流活動，而是引導(dǎo)學(xué)生形成符合全球化與本土化并進的時代潮流的世界觀、交流習(xí)慣和價值體系。

教師要適當(dāng)向?qū)W生灌輸“普世價值”的意識，介紹不同文化之間在價值取向上的共通之處，保持兼容并蓄的心態(tài)，在遇到文化差異時不至于方寸大亂，或過高地自估或盲目地抬高對方。

在介紹主流文化的同時，還應(yīng)輔以“亞文化”的介紹。從認知層面講，“亞文化”信息有利于填補知識空缺，更有利于全面系統(tǒng)地看到主流文化的形成過程。從情感層面講，意識到在一個主流文化系統(tǒng)內(nèi)部遍布著形態(tài)各異、甚至彼此矛盾的亞文化系統(tǒng)，將修正原本機械、教條的觀念，更從容鎮(zhèn)定地應(yīng)對在交際中可能出現(xiàn)的諸多由文化差異引起的突發(fā)狀況。

3.行為層面

跨文化交際的行為能力是跨文化交際能力的最終體現(xiàn)。應(yīng)著重培養(yǎng)學(xué)生的三種跨文化行為能力：言語行為能力、非言語行為能力和跨文化關(guān)系能力。

教師可借鑒美國文化人類學(xué)家愛德華?T?霍爾（Edward T?Hall） 在1976出版的《超越文化》一書中提出的語境文化理論。在教學(xué)中，教師向?qū)W生提供高低語境文化的分類、定義及對于交際活動的影響。在高語境文化中，說話者的言語或行為意義來源于或內(nèi)在化于說話者當(dāng)時當(dāng)?shù)氐恼Z境，表達的東西往往比他所說的東西要多，人們可以通過手勢、空間的使用甚至沉默來提供信息。高語境文化對周圍的事物和環(huán)境更加敏感，不通過語言也能傳達他們的感情。而在低語境文化中，人們強調(diào)的是雙方交流的內(nèi)容，而不是當(dāng)時所處的語境，語言傳達了大多數(shù)信息，語境和參與者方面只包含極少的信息。學(xué)生結(jié)合自身經(jīng)驗和知識，認識到亞洲人的交流方式常常比較隱晦、間接和含蓄，屬于高語境文化；而西方人的交流方式常常比較直接和坦率，也就是說，所有事情都需要說明白，而且是越明白越好，屬于低語境文化。

三、結(jié)語

跨文化交際教學(xué)研究可以在各個方面展開，比如對外外語教學(xué)、比較文學(xué)、商務(wù)英語教學(xué)等。本文側(cè)重英語專業(yè)跨文化交際教學(xué)研究，選取文化定型這一運用廣泛、研究成熟的理論，對其在跨文化交際教學(xué)中的正負面影響進行了分析，討論了如何發(fā)揮文化定型的積極作用，幫助學(xué)生掌握跨文化交際的基本常識，豎立正確觀念，并有意識地超越文化定型固有的對跨文化交際可能產(chǎn)生的消極作用，充分合理地實現(xiàn)跨文化交際課程的教學(xué)目標(biāo)。

參考文獻

[1] Samovar，L?A.，R?E.Porter&munication Between Cultures[M].Wadsworth，2000.

[2] 高一虹.跨文化交際能力的培養(yǎng)跨越與超越[J].外語與外語教學(xué)，2002，（10）：27-31.

篇10

在以往的教學(xué)教法中，人們對英語學(xué)習(xí)的認識就是熟悉掌握詞匯和語法，并沒有考慮怎樣的運用，所以培養(yǎng)大學(xué)英語跨文化交際能力，就應(yīng)該聯(lián)系他國文化，學(xué)習(xí)他國語言特色以及思維方式，加以訓(xùn)練，這樣的學(xué)習(xí)方式有助于以后同他國人民進行交流時的實際應(yīng)用，避免因為思維方式的不同，造成溝通內(nèi)容上的誤解，正確的思維能力是培養(yǎng)跨文化交際能力的前提，是良好溝通的必要保障。

三、行為能力的培養(yǎng)

跨文化交際能力的最終體現(xiàn)者就是行為能力，所以提升跨文化交際能力就不容忽視對行為能力的培養(yǎng)。外國人對行為能力的定義就是行為規(guī)范的理解和對行為沖突的對策的能力，培養(yǎng)行為能力，首先就應(yīng)該了解他國的行為規(guī)范，例如：基本禮儀和文化禁忌等等，從而避免因為不了解他國文化而在交流的過程中觸犯了他國的禁忌，引發(fā)不必要的矛盾和沖突；行為沖突能力就是在已經(jīng)因為某些因素在交流的過程中與他人發(fā)生了爭執(zhí)，這個時候應(yīng)該靈活的分析導(dǎo)致問題發(fā)生的關(guān)鍵因素，采用巧妙的解決方式化解尷尬的沖突局面。行為能力的培養(yǎng)是跨文化交流的體現(xiàn)者，因此，在大學(xué)英語跨文化交際能力的培養(yǎng)體系中應(yīng)該在行為能力培養(yǎng)這一方面加強力度，以提升跨文化交際能力。

篇11

語言學(xué)習(xí)的目的就是為了更好的交流和溝通，因此我們在大學(xué)英語的教學(xué)實踐中，除了英語的基本技能，如聽力、口語、閱讀、寫作之外，必須重視將英語國家文化背景知識融入課堂，培養(yǎng)學(xué)生對英語國家社會文化的積極理解與欣賞，比較我們的文化和英語國家文化的差異所在，加強學(xué)生跨文化交際的技能，減少學(xué)生在跨文化交際時遇到的文化障礙和受到的文化沖擊，從而進行有效得體的互動交流。

2 培養(yǎng)跨文化交際意識的意義

2.1 有效消除交流障礙，防止交際摩擦

如上文所述，不同國家地區(qū)，其文化、歷史、習(xí)俗都有很大不同，甚至在世界觀、人生觀、價值觀取向上也存在差異。我們運用語言進行跨文化交際時，如果不了解對方的文化背景，不了解對方的風(fēng)俗習(xí)慣，不了解對方的俗語諺語等，有可能會無法正確解讀對方語言所包含的信息，也無法向?qū)Ψ綔?zhǔn)確表達自己想要表達的內(nèi)容造成誤解，形成交流障礙，嚴(yán)重者甚至?xí)墳榻浑H摩擦，以致出現(xiàn)沖突。培養(yǎng)學(xué)生跨文化交際意識，能有效的防止這種情況的發(fā)生。

2.2 開拓學(xué)生視野，增加語言知識儲備

培養(yǎng)學(xué)生的跨文化交際意識，要求學(xué)生自發(fā)自覺的去了解英語國家社會制度、歷史文化背景、語言運用習(xí)慣等方面的內(nèi)容，了解我們的文化和英語國家文化的區(qū)別所在，接受人生觀、世界觀、價值觀的種種差異，學(xué)著用native speaker的思維方式去進行思維，學(xué)習(xí)對方文化的精華，摒棄其糟粕，有助于學(xué)生知識面的拓寬和英語相關(guān)知識的儲備。

3 存在的問題及對策分析

3.1 存在的問題

我國的大學(xué)英語教學(xué)模式，一直沒有擺脫教師處于權(quán)威主體地位，學(xué)生被動接收的情況，大部分學(xué)生學(xué)習(xí)英語，主要目的仍是為了應(yīng)付大學(xué)英語四、六級考試或是研究生入學(xué)英語測試。這就導(dǎo)致我們的學(xué)生學(xué)習(xí)英語，其重點重心放在詞匯和語法的學(xué)習(xí)上，自動忽略了對文化背景知識的了解與吸收。我們的大學(xué)英語教學(xué)工作者，也沒有對大學(xué)英語教學(xué)中文化知識的傳授有足夠的重視。這種情況的出現(xiàn)，有其客觀原因。首先，大多數(shù)學(xué)校因客觀條件限制，大學(xué)英語的教學(xué)通常采用大班授課的方式，大的授課班級人數(shù)甚至達到八九十人，這使得任課教師與學(xué)生在課堂上一對一，或是學(xué)生們之間用英語進行會話訓(xùn)練的機會大大減少。其次，大學(xué)英語課程設(shè)置不甚合理，課時少，教學(xué)任務(wù)重。在有限的課時內(nèi)，教師要完成繁重的教學(xué)任務(wù)，不得不有所取舍。再次，我們的大學(xué)英語教學(xué)，缺乏良好的語言環(huán)境。受幾十年來英語教學(xué)傳統(tǒng)的影響，學(xué)生們只注重英語基本能力的培養(yǎng)，學(xué)習(xí)活動發(fā)生的主要區(qū)域局限于教室，學(xué)習(xí)活動的對象局限于大學(xué)英語課本，離開了英語課堂，立刻回歸母語世界，所以學(xué)生們的思維方式無法轉(zhuǎn)變，仍然是漢語式的思維。

3.2 如何在教學(xué)中培養(yǎng)學(xué)生的跨文化交際意識

首先，教師應(yīng)當(dāng)轉(zhuǎn)變傳統(tǒng)的英語教學(xué)理念，認識到跨文化交際意識對我們的重要意義，通過接受系統(tǒng)、專業(yè)的訓(xùn)練，通過自身的不斷努力與積累，擴充自身的英語知識層面，以適應(yīng)跨文化交際教學(xué)對于教學(xué)者的要求。在課堂教學(xué)中，教師不能僅僅局限于英語基礎(chǔ)知識如詞匯、語法等的教學(xué)，還應(yīng)結(jié)合教材，恰當(dāng)、適時引入相關(guān)背景知識，引導(dǎo)學(xué)生克服母語帶來的思維障礙，培養(yǎng)學(xué)生主動進行文化對比的意識，引導(dǎo)學(xué)生了解文化差異，使學(xué)生既能接受對方不同的文化，也能在語言中包含我們自己的文化，減少文化沖擊給學(xué)生帶來的理解障礙。

篇12

關(guān)鍵詞： 跨文化交際；文化教學(xué)；中學(xué)英語口語教學(xué)

ABSTRACT

Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that today’s English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We can’t neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture into ELF teaching gradually and appropriately. Thus the students may have a better understanding of the target language, and they may communicate freely and effectively in cross-culture communication.

Keywords：Cross-cultural communication; Cultural teaching; middle school ELF oral teaching

Contents

1. Introduction 2

2. the concept of intercultural communication 3

2.1 Literature review 3

2.2 Definition of intercultural communication 4

3.A survey based on classroom observations 7

3.1 The analysis of interviews 7

3.2 The analysis of a questionnaire 7

3.2.1 Data analysis on the questionnaire (1) 9

3.2.2 Data analysis on the questionnaire (2) 10

3.2.3 Data analysis on culture curriculum 12

4. Ways of improving cross-cultural communication competence in middle school oral teaching 15

4.1 The necessity of develop cross-cultural communication competence 17

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in chinese middle school 17

4.2.1 Some strategies to learners 17

4.2.2 Some strategies to teachers 19

5. Conclusion 25

Acknowledgements 26

References 27

AppendixⅠ 28

1． Introduction

Language is just like a mirror that reflects its national culture. Sociologists and anthropologists believe that culture comprises all products of human activity, including fields of literature, art, music, architecture, and scientific as well as aspects of customs, life-style, code of conduct, worldly wisdom and social organization, etc. Languages are generally accepted words and rules drawn from speech. Language is the carrier of culture and culture is the content of language20.

   Worldwide interest in intercultural communication grows out of two assumptions. First, we live in an age when changes in technology, travel, economy, and political systems, immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. And whether we like it or not, these interactions will continue to grow in both frequently and intensely. Second, people now know that the influence of culture affects communication in a subtle way. Our culture perceptions and experiences help determine how the world looks and how we interact in the world.

    However, as we look back to see the situation in China’s high schools. We see that, for several decades, language teachers have not been able to pay attention to the role of culture knowledge in language oral teaching. Nowadays, in the ELF oral teaching, especially in middle school, teachers pay much attention to vocabulary.

   As Chinese culture is not the same as that of English-speaking countries, the rules for using Chinese are, in some respects, different from those using English. There is especially good evidence that Chinese students may transfer their mother tongue references of language used to their English performance and fail to communicate effectively[1]24. Misunderstanding caused by cross-cultural communication should break down and much attention should be paid to them in English language t eaching.

   So in middle school ELF oral teaching, teachers must not only improve students’ language level, but also pay attention to cultivating students’ abilities of intercultural communication.

2. The concept of intercultural communication

2.1 Literature review

More and more common practice of intercultural communication promotes the emergence of the concept of intercultural communicative competence. It is a challenging issue for language study and language teaching.

In 1965, Chomsky put forward the concept of linguistic competence and linguistic performance. Later, it was challenged by Campbell and Wales (1970) and Hymes (1972). Hymes (1972) argues that the appropriateness of language is the core of communicative competence, and he sees communicative competence as part of cultural competence. Canale and Swain (1980) put forward a more complex framework, and Canale (1983) summarized communicative competence in the way that it includes four component parts --- grammatical, sociolinguistic, discourse, and strategic. Canale’s conclusion in fact suggests that all aspects of language using are determined by culture. The continuous theoretical research of communicative competence has paved the way for the development of language teaching in which cultural factors are considered more and more important.

In 1975, the first textbook on intercultural communication “An Introduction to Intercultural Communication” (Conden & Yousef ) was published, and many other books followed it. The research on intercultural communication has developed quickly, and has exerted incredible influence on language and cultural teaching.

Traditional language teaching divides language techniques into listening, speaking, reading and writing. Deman (1987) applied the theories of intercultural communication to language and cultural teaching, and viewed cultural teaching as the fifth dimension of language teaching. Seelye published a book named “Teaching Culture: Strategies for Foreign Language Education” in 1984. Gumperz (1982) conducted investigations on the “discourse strategy” of the communicators who had a non-English cultural background and who spoke English as the second language. He revealed that those communicators’ assumptions of the world that had been formed in their native cultural context would exert great influence on intercultural communication. This, in turn, has stimulated a trend in language teaching that sees culture as discourse (Widdowson, 1984; Mclarthy, 1991; Kramsch, 1993; Candlin,1994; Hanks,1996). So since 1990, process-centered and task-oriented teaching mode has been widely adopted in the west.

Besides, American applied linguist G. Robinson (1985) put forward an important concept that through language and cultural teaching learners would gain “Cultural Versatility”. That is to say, through learning culture, learners would change internally. This viewpoint is quite significant.

Prof. Michael Bryam’s research is also strikingly notable. He holds that foreign language education includes four parts: language learning, language understanding, cultural understanding, and cultural experience.

2.2 Definition of intercultural communication

“Intercultural Communication” can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in respect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other culture.

Thanks to Edward T. Hall who is regarded as the founder of intercultural communication, a new brink knowledge, intercultural communication, has been becoming more and more widespread in the whole world ever since the publication of his great work The Silence Language. Intercultural communication is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meaning[2]115. Intercultural communication occurs whenever a message produced in one culture must be processed in another culture. It can best be understood as cultural variance in the perception of social objects and events. The barriers to communication caused by this perceptual variance can best be lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with an honest and sincere desire to communicate successfully across cultural boundaries.

Intercultural communication refers to communication between persons who have d ifferent cultural beliefs, values, or ways of behaving.

2.2.1 Cultural and cross-cultural communication

Cultural awareness in language learning is the ability to be aware of cultural relativity following reading, writing, listening and speaking. As Claire kramsch points out…[12]

If…language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency…

Language itself is defined by culture. Language competent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have cross-cultural communication awareness, such as the understanding of the relationship between target culture and native culture.

2.2.2 Culture teaching and ELF oral teaching in middle school

The interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram’s position is that it views language as a cultural phenomenon, embodying the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people’s sense of themselves—their cultural identity: “to teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their own culture and cultural competence[2].” It is assumed by others that language could somehow stand alone and be taught as a value-free symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, where the learners’ contact with the culture is largely confined to the foreign language classroom.

Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice. Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate communication, learners in middle school must be familiar with the differences in the foreign culture which they are learning and take according language behaviors.

3. A survey based on classroom observations

Survey date: 25/02/2009

Survey instrument: interview and questionnaire.

Subjects: students of Ning Bo Chai Qiao middle school.  30 students are interviewed, 98 students (30 interviewed students and another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.

The objective of this survey is to investigate:

1) Students’ attitudes towards cross-cultural communication in the ELF oral learning

2) Current situation of students’ information input.

3.1 The analysis of interviews

     Thirty English learners are interviewed and are invited to answer only one question: what is a competent language learner like in your eyes? The responses tend to fall into three categories:

 (1)  Twenty five interviewees think that he or she is good at English listening, speaking, reading and writing abilities, especially at speaking and listening;

 (2)  Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator.

 (3)  Five of them think a good command of native language is necessary.

 In order to describe more directly, the results of interviews are put into a table (Table.1).

Table1. Results of the Interview

                               

Positive attitudes  Percentage

Language proficiency learning(reading, writing, speaking and listening) 83.33％ (25/30)

Accumulation of culture 33.33％ (10/30)

Mother tongue proficiency 16.67％ ( 5/30)

    These students’ responses reveal the following information:

    Firstly, these students still see the four basic skills (speaking, listening, reading and writing) as their main study objective. Secondly, cross-cultural communication competence has already been realized by language learners, but this group is small compared to the whole. Thirdly, the importance of mother tongue competence has only been seen by a few interviewees.

    According to this interview, most interviewees have realized the importance of language proficiency in language learning, but the point is why only one third of the interviewees have realized the importance and necessity of cross-cultural communicative competence since which are discussed so warmly in present language teachin g world? Do they hold a negative view on it or do they just have not yet obtained the awareness consciously?

3.2 The analysis of a questionnaire

The English learning questionnaire consists of nine closed-ended questions (see Appendix), For instance, “you have the interest and passion in English and language learning”, and the answers falls into four types:

 1. Strongly Agree (SA)　2. Agree (A)　3. Disagree (D)　4. Strongly Disagree (SD)

 According to the research content, the analysis of questionnaire is divided into two parts. The first five are put in Table 2 and the rest four questions are put in Table 4.

3.2.1 Data analysis on the questionnaire (1)

  This part of analysis involves data analysis on questions 1-5 in the questionnaire and a comparison between the responds of the interviews and the questionnaire.

3.2.1.1 Data analysis on the questionnaire (1)

Table2. Results of Questions 1-5 in Questionnaire

                                    

 SA A D SD

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning  60.29％  31.65％ 2.04％ 6.02％

2) Reading English novels everyday is necessary  17.35％  69.39％ 13.26％ 0.00％

3) It is important to acquire a good knowledge of native language in the ELF oral learning  44.90％  53.06％ 2.04％ 0.00％

4) The accumulation of language and cross-cultural communication competence are of equal importance   50.00％  48.98％ 1.02％ 0.00％

5) It is necessary to read materials regularly about politics, economy, culture, and so on   39.80％  60.20％ 0.00％ 0.00％

                                              

Questions 1-5 (see appendix) indicate a clear picture of students’ attitudes towards language proficiency learning, native language learning, and accumulation on cross-cultural communication competence, literature, and politics and so on. On the importance of the cultivation of reading, speaking, listening and writing in language learning, 91.94% (60.29% SA+31.65% A) of English majors agree and of which 64.29% strongly agree. On daily English novels reading, a total of 86.74% (17.35% SA+69.39% A) consider it necessary. On the necessity a good command of native language, 97.96% (44.90% SA+53.06% A) of English learners agree. On the relation of native language learning and foreign language learning, 98.98% (50.0% SA+48.98% A) believe that these two are of equal importance. Finally, on a regularly reading of politics, economy, and culture, all (39.80% SA+60.20% A) the students hold a supportive attitude.

3.2.1.2 Comparison between the interviews and the questionnaire

     With regards to the similarities of the contents examined, it seems necessary to

have a comparison between the responds of the interviews and the questionnaire.

Table3. Comparison between the Interviews and the Questionnaire

Positive attitudes (SA+A) Interview

(open-ended) Questionnaire

(close-ended)

Foreign Language proficiency learning(reading, writing, speaking and listening) 83.88％  91.94％

Accumulation of intercultural communication competence 33.33％ 98.98％

Mother tongue proficiency 16.67％ 97.96％

From the table above, the comparison is very clear that, towards the same research content, interviewees’ responds vary when they are faced with different types of questions. The gap is especially seen on the accumulation of cross-cultural communication competence and native language proficiency. Compared with open-ended question in the interview, interviewees tend to hold a more supportive view on closed-ended questions in the questionnaire. In other word, most English learners subjectively admit the importance of the accumulation of cross-cultural communication competence and native language proficiency, but the point is, not all of them have already obtained the awareness. However, two questions have been proposed from the comparison: (1) Why English learners have not obtained the cross-cultural awareness which should be tied up with the ELF oral learning? (2) Is that because they subjectively lack learning motivation or objectively, they lack timely and efficiently teachers’ cultural guidance?

3.2.2 Data analysis on the questionnaire (2)

     This part of questionnaire (table4 in next page) mainly focuses on students’ attitudes towards learning motivation as well as classroom learning. Before the analysis is taken, a brief introduction on motivation can help to have a better understanding on the analysis.

1) Integrative motivation

Motivation has been identified as the learners’ orientation with regards to the goal of learning foreign language69. This form of motivation is known as integrative motivation.

.2) Instrumental Motivation

In contrast to integrative motivation is the form of motivation which is known as in strumental motivation. This is generally characterized by the desire to obtain something practical from the study of foreign language[9]125. With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status.

Table4. Results of Questions 6-9 in Questionnaire

                                      

 SA A    D  SD

6) Your have the interest and passion in the ELF oral learning 14.29％ 61.22％ 21.43％ 3.06％

7) You would prefer to get an English-related job after the graduation 21.43％ 66.33％ 11.22％ 1.02％

8) The present classroom teaching can cultivate your learning abilities and improve your cross-cultural skills  2.04％ 7.14％ 71.43％ 19.39％

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. 25.51％ 63.27％ 9.18％ 2.04％

As is shown in the table (results of questions 6 and 7), 75.51% (14.29%SA+61.22%A) of English learners have the interest and passion in language learning, and 87.76% (21.43%SA+66.33%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as the representation of integrative and instrumental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language competence.

In order to check the condition of students’ cultural information input, questions 8 and 9 are designed and analyzed. 89.82% (71.43%D+19.39SD) of English learners do not think that the  present classroom teaching can cultivate their learning abilities and improve their cross-cultural communication competence, whereas a total of 88.78% (25.51%SA+63.27%A) hope to have English class in various forms such as discussion, presentation, debate, performance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and communicative teaching style. The traditional text-based grammatical and linguistic teaching could not meet the needs of the cultivation of communicative competence to some extent. What’s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers.

3.2.3 Data analysis on culture curriculum

It is shown from the result of question 8 in the table above (table 4) that present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A question should be taken into consideration, that is, how can cross-culture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners’ cultural awareness and communication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life of its people. Take English learners in Ning Bo Chai Qiao middle school as an example, their cultural input has largely come from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses.

                     Table5. Courses Information

Course Duration Teacherˊs background

Extensive Reading first 4 terms Chinese

 Communication  between cultures the 7th term New Zealander

American literature  the 7th term Chinese

An Outline Introduction to Britain and America  the 7th term Canadian

Extensive Reading was taught by a Chinese teacher during the first four terms, and the teaching contents mainly focus on western culture, economy, politic, education and so on. After two years study, it helps students build up a general view on western civilization. Communication between Cultures is taught by a English-speaking teacher from New Zealand, the teaching content seems “boring and meaningless” said the majority of students, the teacher read the chapters from the book to the class instead of giving practical cross-cultural communication analysis. So for most students, they did not learn as much as they expected from this course. American literature was taught by a Chinese teacher, and the teaching contents include background information introduction and literacy reading. An Outline Introduction to Britain and America was taught by a Canadian teacher who has a good experience on both British and American cultures. In this course, students are introduced to a comparison of the British and American culture.

From what have been introduced above, it can be seen that although there are four courses and an 28-month course duration, most of what students have taken is an education of “cultural background knowledge” on Chinese or English rather t han practical cross-cultural communication stimulation such as comparisons or contradictions between the target and native  culture. To some extent, it revels why most English students have not got a conscious awareness in cultural or cross-cultural communication competence.

Through comparisons between the interview and the questionnaire, it can be seen that students hold positive attitudes on develop the competence of intercultural communication, but for some reasons, not so many have already obtained conscious cross-cultural awareness. Through further analysis of curriculum on cultural teaching, it reveals that present cultural teaching in ELF oral teaching shows the weakness in practical, sufficient and conscious cultural input to help build up language learner’s cross-cultural awareness. Moreover, the current teaching is also expected to be more communicative and interactive. Thus, following on are the possible ways to promote the competence of intercultural communication,

4.1 The necessity of develop cross-cultural communication competence

Firstly, it is vital for language teachers to help language learners develop their cross-cultural communication competence. If the final purpose of intercultural communication competence cultivation is to help students to acquire cross-cultural communication competence, then what cross-cultural communication competence is? According to Kramsch’s opinion, cross-cultural awareness is not really a skill, but a collection of skills and attitudes known as a competence[12].

Secondly, it is necessary to make clear what cross-cultural awareness skills students are supposed to acquire. It has been suggested that cross-cultural awareness consists of having four different perspectives on communication with a different culture. Cross-cultural competent students should be able to:

----look at their own culture from the point of view of their own culture (for example, having a good understanding and awareness of their own culture)

----Be aware of how their culture is seen from outside, by other countries or cultures

----understand or see the target culture from its own perspective (for example, understanding and being aware of what other people think of their own culture)

----Be aware of how they see the target culture

4.1.1 The request of the development of Internationalization

Lin Dajin in the “cross-cultural communication study, ” pointed out that culture can be defined as “ the integrated feature that a nation is distinct from another nation. ” Cultural differences are the barriers of cross-cultural communication. The modernization process accelerated the circulation of spiritual and material products, and brought all nationalities into a common “global village”, cross-cultural communication became an integral part of national life. If people do not understand the cultural convention in the USA or Britain, and use the way of China to treat foreigners, then it will create a lot of jokes, and even hurt each other's feelings, self-esteem and cause misunderstanding. Thus, to overcome the cultural differences caused by communication barriers has become a common problem faced by the entire world.

4.1.2 It is imperative to understand the cultural background knowledge

Understanding cultural knowledge is the key to language learning. “One can not really learn the language, and teach language well unless one knows the patterns and norms of culture and cultural background[14]224. ” Without a specific cultural background, language is non-existent. If we don’t know the culture of target language, we would find it is difficult to understand the meaning of certain words. For example, “Thanksgiving”, “Sandwich” has been brought about in a specific social and historical circumstance, it is not enough merely to know the meaning of the surface of these words. Another example is: “You are, indeed, a lucky dog”, the literal translation is “you are a lucky dog. ” This is a satiric sentence in China, because, in Chinese views, “dog” is an expression when people used to refer generally to dislike someone. While in English, it can mean, “You are a lucky man. ” In Western society, “dog” is a family member, and they are harmonious coexisting with people “Dog” here refers to people instead of satirizing others, but a very intimate expression.

4.1.3 Cultural knowledge teaching is the objective of language teaching

The main objective of language teaching is to train and develop students’ interpersonal skills. And cultural knowledge teaching can increase the ability of cross-cultural communication, which is the important content to achieve goals of language teaching. For example, in American society, praise and compliments language that flatter mainly a personal appearance, new things, personal property, and individuals in a ce rtain area are commonly used as the introduction to a conversation. This is different from Chinese. Thus, different nations have different cultural environments, different living habits and different languages behavior expressions. And as a language learner, if not ideologically “physically entering their social linguistic environment” will be difficult to achieve the goal of language learning，not to say that language teaching objectives will be accomplished.

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in Chinese middle school

After the survey research and data analysis, now we have a clear idea of the common reasons that triggered the weakness of the cross-cultural communication in middle school ELF oral teaching. However, we do not have a clarity solution about this situations. Therefore, some strategies were listed here to help learners with their language learning.

4.2.1 Some strategies to learners

4.2.1.1Raising culture awareness

Culture awareness is the term we have used to describe sensitivity to the impact of culturally---induced behavior on language use and communication. It including two qualities: one is awareness of one’s own culture, the other is awareness of the culture[7]15.

      Unfortunately, in China, cross-cultural communication errors can be found from time to time. In the ELF oral learning, culture factor needs to be taken seriously. To cultivate students’ intercultural communication we need first to arouse their cultural awareness. Because of different cultural background, life experience, profession, sex, education, even age, character, people may have different modes of interaction. People learn to think, feel, behave and strive for what their culture considers proper. These means there might not be the same as what is intended by the speaker. If we are aware of this, we can avoid ethnocentricity, and can have better communication with people all over the world.

      Speakers of a foreign language often have the experience of making careless mistakes which may cause get angry, may be embarrassing and may arouse hostility from native speaker. Often such mistakes occur even though the application of the linguistic rules of grammar, vocabulary or pronunciation is correct. These mistakes are culture errors but occur because of not knowing or choosing the appropriate style, and manner to use for effective communication.

4.2.1.2 The development of sensitiveness to culture differences

   There are four stages in the development of the sensitiveness to culture differences. The first, one can make out the obvious, superficial culture characteristics. In other word, he will find them interesting and exotic. The second, one can judge the delicate meaningful cultural characteristics that are quite different from his own. Usually he will feel them incredible or hard to accept .The third, one can accept the cultural characteristics after rational analysis. The fourth, one can be in the other peoples’ shoes and appreciate the cultural characteristics. In other words, the first three stage can be understood, and the fourth empathy.

4.2.1.3 The development of empathy

  In order to communication effectively, you need a deep degree of empathy, that is to be able to understand the other person’s affective and cognitive states. Empathy differs from sympathy in that it does not include pity or approval. And focuses on the feelings of others, not our own[12]114. Empathy involves relativism and flexibility, which knowledge alone cannot consist. Teachers can create good classroom environment where students tolerate and appreciate different norms by bringing up students’ empathy. In China, we always emphasize collectivism instead of individualism. But in English class, we advocate differences, to encourage students to understand each other.

     To facilitate empathy, we can take these measures:

(1) Subjects like history, anthropology, and sociology should be introduced into

the curriculum. Through these subjects, the students can not only acquaint themselves with the examples of foreign culture, but also master some concepts and principles concerning with culture.

(2) The students should be encouraged to read broadly in Chinese middle

school, both fiction non-fiction, literal or philosophical. Including proverbs, broad reading can be a student better understand and communicate with other cultures. Only through broad reading can he know the taboos, values, beliefs and religion of another culture, only through broad reading can be truly come to realize why privacy is so important and that individualism is so cherished.

(3) The students should he sent abroad for further study if possible. Thus they

can live with the natives for some time, no chance is better than the close contact. They can enjoy the new culture. By enhancing ICC, the intercultural communication of the learners can be carried out tactfully, acco rding to different context.

4.2.2 Some strategies to teachers

Language teachers are supposed to exert instructional strategies to help language learners promote their cross-cultural communication competence, that is, provide language learners with some useful ideals for presenting culture from its own perspective, for example, understanding and being aware of what people in target culture think of their own culture.Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words. Just as what we mentioned above, we have been aware of the importance of learning some cultural knowledge about the target language. It seems impossible and unnecessary for us to have a systematic study of target culture, which covers almost everything, in one’s whole lifetime. The difficulty shows that culture is ubiquitous, multidimensional and complex. A good solution to this problem might be to learn selectively those cultural factors that have great influence on intercultural communication, and that are closely related to the language. So on culture teaching we should follow these principles :( 1) interrelated. that is culture teaching must be interrelated with the content of the text. (2) Appropriate, that is culture teaching must be subjected to language teaching. (3) Practical, that is culture teaching must try to be “useful” for students in their communication. (4) Scientific, that is culture knowledge must be taught correctly, completely and objectively. (5) Flexible, that is culture teaching must be flexible according to the change of the world.

    We must obey these five principles if we want to cultivate students’ abilities of cross-cultural communication. What we should teach in ELF classes is simply a foreign way of life related to the target language and teachers should avoid bringing their own cultural prejudice into class. The world is changing, so are the traditions and customs. The constant changes require us to improve our skills of intercultural communication by doing two things: understanding the cultural differences, especially the differences in the deep structure of different cultures, and becoming flexible in intercultural communication. There is a great tendency that one culture adopts the elements from another that are compatible with its own values and beliefs or that can be changed without causing major disruption.

 

4.2.2.1 Make full use of developing the interest of the competence of intercultural communication in the ELF oral learning in Chinese middle school

  Intercultural communication is a big issue, which is not easy for both teachers and students to understand and realize. For successful cultural teaching, we suggest doing the following:

(1) Teach culture differences. Teachers should directly address the similarities and peculiarities between the source culture and the target culture. This can be done through the comparison of the two cultures.

(2) Provide opportunities for students to use the language in situational conversations. While introducing the students play a real-life role and practice their everyday language use according to the varied situation.

(3) Induce students to read literal works, which are vivid and abundant material to understand the character, the psychological state, culture characteristics, convention, and social relationships. Reading newspaper is also the direct path.

(4) Be aware of your students development level, when selecting themes or concepts to present. At first, learning activities should be clear and specific in lower levels, gradually, becoming more complex than the level of the student increases. There are a variety of children’s fiction which presents concepts like similarities, differences and prejudice which can be used at lower levels. At upper levels fiction and biographies can be used to present the more complicated ideas. Try to connect the unfamiliar with the familiar, the known with the unknown.

(5) Use plenty of ways in both general learning tasks and in language learning tasks.

(6) Use varied methods to check the understanding level of the students.

(7) Be enthusiastic. As a teacher you need to be aware of the value of learning a second language in terms of its contribution to developing cultural aware and a range of other cognitive and vocational benefits. Your attitude will influence the attitudes of the child ren in the class and their parents.

    Beside, Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words.

    For example, we once tried to spend Christmas and Hallowmas with all foreign teachers together in our school .The students were very interested and active in the activities， and such experiences can have impressed them strongly and forever.

Teachers should encourage students to communicate with foreign teachers and some other foreigners in and out of school. Students and foreign teachers can have classes, play games and take part in many kinds of activities together. Communicating with foreigners can provide students with the real cultural context in which English is used actually and stimulate students to learn English well including knowing about foreign culture.

As the success of many activities depends on good organization and on the students knowing exactly what they are to do. A teacher is thus mainly an organizer, whose work is different from administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.

Since teachers are key roles during culture teaching, they must play a positive role in helping the students to develop intercultural communicative competence and increase the students’ chances to succeeding in both language learning. It is not an expendable skill tacked on to the teaching of speaking, listening, writing and reading. It is always in some background. Lack of intercultural competence will limit the students’ ability to make sense of the world around them, and lead to failure in using English for communication across-culture.

4.2.2.2 Make full use of pictures, films, TV, computers and other audio-visual aids to make the teaching lively and interesting. Explore to the full the opportunities for students with the target culture information.

(1) Plays in and out of class

It is proved that plays in and out of class are probably the most efficient ways of language teaching.

The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-confrontation” with the target cultural communicates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural context. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.

In the listening book of Senior English book3 unit24, the material involves “finding a job”, English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working conditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.

    A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By combining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.

     Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It encourages the learners to view the linguistic and cultural knowledge as a tool for communication rather than as an academic subject. It can bring life and vitality to the classroom. 

     (2) Classroom presentation

     At the beginning of each lesson, teachers can hold a “cultural corner” sessions, with 5-10 minutes. Teachers or students can introduce one aspect of Western culture, such as famous events of foreign country in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally become broad and rich.

     (3) Photo display

     Use maps, photographs, and illustrations of the text to introduce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introduce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of freedom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other countries or ethnic representation construction.

     (4) Song appreciation

     The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural content. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the content of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like “Love is blue.”(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try to see if there are any new experiences.

     (5) Foreign festivals on the campus

    This activity is of great interest to young students. The celebration could take place in a class, a grade or the whole school with the help of the branch of the Youth League. All kinds of activities can be held in festivals, such as performance of foreign songs, dancing and dramas, holding costume parties, watching foreign films, attending lectures given by foreign experts and enjoying foreign food. By celebrating foreign festivals, learners will immerse in the target cultural context. Teachers are to give introduction on the origin and the conventional activities of the festival. A comparison of the similarities and differences between the foreign festivals and Chinese festivals can develop the learners’ cultural awareness.

    (6) Using authentic materials

      Obviously, the best way to learn foreign cultural background knowledge is to go to that country to stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for our students. Therefore, it is practically necessary for the teachers to use authentic materials to teach culture.

 Mass media, such as, film, novels and especially newspapers and magazines, is also considered as an insightful means for teaching culture, for they reflect people’s way of life in terms of variety contemporaneity and authenticity. Students in an ELF setting will spontaneously ask questions about puzzling aspects of society and life as reflected in the film or magazine. This material is by no means easy to interpret because there is so much central inference and it requires deep familiarity with and comprehensive exegeses of the culture in question. Therefore “all such material should be selected with an eye to the subculture diversity of the target community”.

5. Conclusion

Today, international cultural exchange is going on directly and indirectly, with its new scope, content, form and method unheard of before. To confine oneself to one’s own culture is to go against the times. Now, in our country, the open policy towards the rest of the world has become a fundamental policy. This policy has brought about much broader prospects for international cultural exchange. Therefore, overcoming cultural barriers has become more and more important. Only by surmounting the barriers can we get a high degree of cultural exchange, make use of good things from other cultures and build up our cultural and material wealth. This exchange will contribute to understanding and friendship among nations as well as development in science and culture.

     In the practical teaching, the culture teaching should be presented as many detailed as possible in the teaching syllabus. The teaching materials should not be located only in the source culture and should be a constructive attempt to be explicit about intercultural behavior and communication, especially, in view of the limited language available at this level. Besides, in the classroom ELF oral teaching, teachers are expected to use a variety of teaching methods that are suitable to students’ level. In intercultural communication settings, Chinese learners in culture instruction should keep an open mind: we should try to avoid the prejudiced culture stereotypes over the other cultures and our own. Especially, we should put higher focus on the learning of our own Chinese culture. Another key point is becoming awareness of our own culture bottom lines. We must learn what our own culture line is ― the values where we are can negotiate, but we cannot compromise. We can allow others to be different, and respect their differences as they respect ours.

     Though the culture teaching is a very complicated and difficult part to deal with, the educators and teachers involved in language education should make great efforts to carry out this part thoroughly. This determines much whether the effective cross-cultural communication can be preceded smoothly between China and the world.

Acknowledgements

My initial thanks go to my supervisor Meng Dong, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Han Xiaoya, Shen Yin and many others.

And I also appreciate Li Neng, who offer me great help during the time I was in the practice in Ning Bo Chai Qiao middle school. Without her help, I could not finish my survey in this paper.

The remaining weakness and possible errors of the dissertation are entirely my own.

References

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[2] Byram, M. & Morgan, C. Teaching-and-Learning Language-and-Culture[M]. Clevedon，England：Multilingual Matters (1994)

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[5] Falk, J. Linguistics and Language: A survey of Basic Concepts and Implications (2nd Ed.) [M] John Wiley and Sons (1978)

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[8] Kramsch, C. Context and Culture in Language Teaching[N]. Oxford University Press (1933)

[9] Stephens, J.L. Teaching Culture and Improving Language Skills Through A Cinematic Lens. A Course On Spanish Film in The Undergraduate Spanish Curriculum[J]. ADFL Bulletin, (2001)

[10] Tylor, E.B. Primitive Culture[N]. Gordon Press (1981)

[11] Samover,larryA.2000. Communication between, cultures. Beijing:Foreign Language Teaching and Research Press

[12] Kramsch, Claire..Shanghai Foreign Language Education Press, 2000.

[13] 胡文仲. 跨文化交際學(xué)概念[M]. 北京：外語教學(xué)與出版社，1999

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[18] 吳麗芳. 新形式下的英語教育與培養(yǎng)跨文化交際能力[J].  河北青年管理干部學(xué)院學(xué)報 2005,3  P111

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AppendixⅠ

*Questionnaire:

 Strongly Agree Agree Disagree Strongly Disagree

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning    

2) Reading English novels everyday is necessary    

3) It is important to acquire a good knowledge of native language in foreign language learning     

4) The accumulation of language and cross-cultural competence are of equal importance    

5) It is necessary to read materials regularly about politics, economy, culture, and so on    

6) You have the interest and passion in the ELF oral learning    

7) You would prefer to get an English-related job after graduation    

8) The present classroom teaching can cultivate your learning ability and improve your cross-cultural skills     

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on.    

誠 信 承 諾

我謹(jǐn)在此承諾：本人所寫的畢業(yè)論文《論中學(xué)英語口語教學(xué)中跨文化交際能力的培養(yǎng)》均系本人獨立完成，沒有抄襲行為，凡涉及其他作者的觀點和材料，均作了注釋，若有不實，后果由本人承擔(dān)。

 

篇13

任何一個國家或民族都有自己的文化及獨特的文化傳統(tǒng),其中包括人生價值觀、風(fēng)俗習(xí)慣、社會禮儀等,這一切就構(gòu)成了各民族之間的文化差異。英語教學(xué)的目的,不僅要使學(xué)生掌握英語知識和語言技能,而且還要使他們了解英語所依附和產(chǎn)生的英語文化。目前,中國對各類具有跨文化交際能力人才的迫切需求,使得跨文化交際能力的培養(yǎng)不可避免地成了當(dāng)前外語界的主要任務(wù)。

一、跨文化交際能力的含義

跨文化交際(crossculture communication)指本族語言者與非本族語言者之間的交際,也指任何在語言和文化背景方面有差異的人們之間的交際?？缥幕浑H涉及不同的文化背景、、社會環(huán)境,以及由此所形成的不同的語言習(xí)慣、社會文化、風(fēng)土人情。

二、文化差異對跨文化交際的影響

不同文化背景的人在交際過程中遵守著不同的交際原則,這些交際原則是人們在日常生活中逐漸形成的,它們蘊含著文化意義。在跨文化交際中,人們遵循什么樣的交際原則,常常會受到他們所依附的文化背景的干擾。

1.價值觀念的差異。

每個社會都有其自身的價值體系,它影響著生活在該社會的人們的思維模式及交際原則。比如說中國人提倡集體主義,相反,西方人更強調(diào)個人主義。例如英語某些單詞既有褒義色彩,又有貶義色彩,由于中西兩種價值觀的不同也就有了不同的看法。如ambitious一詞,我們常取其貶意,表示野心勃勃;而美國人多取其褒義,表示有雄心壯志。

2.禮儀習(xí)俗的差異。

社會習(xí)俗是人們在長期的歷史發(fā)展過程中沿襲下來的一種生活方式,習(xí)俗文化一般包括稱呼、問候、道謝、打電話、告別等。例如,中國人常用“吃飯了嗎?”作為吃飯前后打招呼的常用語,如按字面譯成“Have you eaten?”這在外國人聽起來就覺得很奇怪,有時甚至?xí)`以為你要請他吃飯。

中國學(xué)生學(xué)英語沒有學(xué)習(xí)母語的那種環(huán)境,這就要求教師在教語言的同時一定要培養(yǎng)他們的跨文化意識、提高他們的交際能力。中學(xué)英語教學(xué)大綱指出,英語教學(xué)應(yīng)培養(yǎng)學(xué)生跨文化交際意識,提高學(xué)生初步運用英語進行交際的能力。但總的來說,關(guān)于跨文化交際與外語教學(xué)的研究還處于開創(chuàng)階段,部分中學(xué)教師對這一問題的敏感度還不高;如何培養(yǎng)中學(xué)生的跨文化交際能力,人們的意見也不完全一致。基于此,筆者曾對中學(xué)英語教師和學(xué)生的跨文化交際能力作了詳細的問卷調(diào)查。該調(diào)查結(jié)果顯示,中學(xué)英語教學(xué)中普遍漠視學(xué)生跨文化交際能力的培養(yǎng)。根據(jù)對調(diào)查所得數(shù)據(jù)的具體分析,可以發(fā)現(xiàn)高考、教材的編寫和教師的教法對中學(xué)英語教學(xué)有著巨大的影響力。雖然大綱強調(diào)了跨文化交際能力的培養(yǎng),可高考并沒有真正體現(xiàn)大綱的精神,而是過于強調(diào)對學(xué)生語法知識的檢測,忽視了對學(xué)生跨文化交際能力的考查,從而導(dǎo)致了中學(xué)生跨文化交際能力的缺乏。

三、培養(yǎng)跨文化交際能力的必要性

由于世界上每一種文化都具有其他文化所沒有的特質(zhì),任何一種文化都不能替代另一種文化本身的功能,在全球化帶來的跨文化交際中遇到文化障礙是必然的。胡文仲教授認為,只注意語言的形式,而不注意語言的內(nèi)涵是學(xué)不好外語的。因此,要獲得跨文化交際的最佳效果,我們不僅要掌握語言本身的規(guī)律,而且需要了解語言所承載的文化內(nèi)涵。

四、在教學(xué)中培養(yǎng)跨文化交際能力

1.教師應(yīng)不斷提高自身的跨文化交際意識和文化素養(yǎng)。

英語教師的素質(zhì)直接影響到學(xué)生跨文化交際能力培養(yǎng)的效果。許多英語教師對傳授語言知識、講解語法結(jié)構(gòu)駕輕就熟,但涉及跨文化交際能力時,就會感到自身的文化知識不夠豐富、語用能力不強,因而對英語語言文化教學(xué)有畏難情緒。所以,在可能的情況下,英語教師應(yīng)到國外進修學(xué)習(xí),親臨所學(xué)語言的民族文化氛圍,耳濡目染,親身感受英美國家的語言與文化。

2.作好文化背景知識的介紹。

在英語課堂上,教師應(yīng)適當(dāng)穿插有關(guān)英語國家的文化背景知識,諸如這些國家的歷史、地理、、風(fēng)俗習(xí)慣、生活方式及風(fēng)土人情等。要讓學(xué)生明白,在交際中,不能死死抱住本民族的思維方式和文化習(xí)慣。因為,在涉外交際中,即使使用的語法詞匯都正確,但由于文化背景上的理解不到位或誤讀,也會導(dǎo)致交際的失敗。

3.充分利用現(xiàn)代多媒體技術(shù)網(wǎng)絡(luò),發(fā)揮第二課堂的作用。

課堂時間是有限的,僅靠課堂教學(xué)遠遠不能滿足學(xué)生學(xué)習(xí)和掌握英語的需要,而適當(dāng)、合理、有序的課外活動是課堂教學(xué)的補充和延伸,是幫助學(xué)生提高英語交際能力的輔助手段。在教學(xué)中,教師應(yīng)充分利用多媒體設(shè)備,給學(xué)生創(chuàng)造一個真實的語言環(huán)境,如播放一些專門介紹社會情況的紀(jì)錄片等,讓學(xué)生直接感受英語國家的文化、習(xí)俗。

總之培養(yǎng)當(dāng)代大學(xué)生的跨文化交際能力對于提高外語人才的素質(zhì)及綜合能力具有重要意義,而提高跨文化交際能力是一項艱巨而又復(fù)雜的任務(wù),需要廣大外語工作者認真探索,并努力嘗試。

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