论外语教学中跨文化交际能力的培养1.txt

:oncultivatingintercultural communicativecompetence infli : : : : : :00oncultivatingintercultural communicativecompetenceinflr athesispresentedtocollegeofforeignlanguages qufunormaluniversity inpartialfulfillmentoftherequirements forthedegreeofmasterofarts byliulin underthesupervisionofassoeiateprofessorvngdong april2004 aeknowledgements mydeepgratitudegoestomysupervisorassociateprofessorwangdong whopatientlyhelpedmeandgenerouslyofferedmealotofimportantreferenees andsomevaluablematerialsinthefieldofeultureteaching.withouthis suggestionsandencouragementsmythesiseouldnthavereachedthepresent form. 1wouldalsoexpressmysineerethankstosomeoftheteaehersinthe collegeofforeignlanguageswhoprovidedvaluablesuggestionsandimportant informationformythesis.here1wouldliketomeniiondoetorjonistrohm particularlysinceshehelpedmerevisethesocioeulturaltestusedinmythesis andworkouttheanswerstothetest. imalsoverygratefultothoseauthorsandwriterswhoseworkshadbeen referredtoandwhosewordsorideasbeenquotedinmythesis . finally1wouldliketothankmyparentswhokindlysupportedand eneouragedtheongoingofmythesisandmyfriendsandelassmateswhoassisted meindataeolleetion. 1995 涨 棬 顣 弰 壬 綨 . 135 15 :(1) ;(2) :a;b ;c İ档 彨飬 : ;abstract overthelasttwodeeadesthediscussionearriedoninflt(foreign languageteaching)hasbeenconcentratedonthedichotomybetween grammaticaleompetencevs . communicativecompetence.howeverasthe communicativeapproachinflt15increasinglygainingpopularityandresearehes onlanguageandculturehavebeendonepervasivelymoreandmoreresearehers andscholarsbegintoconeernthemselveswithlearnersicc(intereultural communieativecompetenee)ratherthanthetwomentionedabove.even americancouncilontheteachingofforeignlanguagehasaddedthe socioeulturalcompetencetoeommunieativeeompetence.tosumupthe developmentofthelearnersicchasbeeometheultimategoalofflt howeverforalongtimeinchinathegrammarorientedperspectivehasled totheemphasisonthelearnersgrammatiealcompetencewhichresultsinthe inefficiencyoffltinchina.ontheotherhandeventboughitisnowcommonly acceptedthatlanguageteachingshouldfocusnotonlyontheformsoflanguage butalsoonitssoeialrulesandpragmatierulesthefaet15howeverintheprocess offltlittleemphasishasbeenplaeedonthedevelopmentoflearners interculturalawarenessandicc.asaresultalthoughthestudentshavereeeived severalyearsofformalenglishedueationandhavegoodgradesinschoolthey frequentlyremaindefieientintheabilitytoactuallyuseenglishandto understanditsappropriateuseinnormalinterculturaleommunieation.inmost casesmisunderstandingseausedbyculturaldifferenceshaveinvolvedthem frequentlyininiereulturalmiseommunieation.sincethegoalofflt15toenable learnerstocommunieateappropriatelyandeffectivelyinthetargetlanguage improvinglearnersinterculturalawarenessanddevelopingtheiriccbeeome esselltial. enlightenedbytheabovementionedbeliefthattheultimategoalofflt15to developtheleamersiccthepresentthesisendeavorstoexploretheproblemsthatexistinchina5eurrentforeignlanguageteaehingandlearningthrougha soeioeulturaltestandastructuredinterviewmakesystematicdataanalysis interprettheresultsandfinallyprovidepracticalsuggestionsforcultivatingicc infli. includingintroductionandconclusionthisthesis15organizedintosixparts: introductiongivesageneralaccountoftheimportanceofcultivationicc reviewsthetheoreticaldevelopmentonthecultivationoficcstatestheproblem andintroducesmethodologyandorganizationofthethesis togivetheoreticalsupporttothethesischaptertwomakesanexploration tothedefinitionandcharacteristicsofcommunicationandculturerespectively elaboratingtheinseparablerelationshipbetweenlanguageandcommunieation eultureandcommunicationlanguageandculture.attheendofthischaptefthe definitionofinierculturaleommunieation15introdueedwiththeimportanceof iccbeingmentionedagain . chapterthreefirstmakesareviewoflinguisticcompetenceand eommunieativecompetenceanalyzestheirdeficieneiesrespectivelyandthen foeusesondefiningiccanditscomponents.basedonthepreviousstudyoficc thepresentthesissuggeststhaticcbeamultidimensionalconeeptwhieh consistsofthelearner5languagecompeteneecognitivecompeteneeaffective eompeteneerelationaleompeteneestrategiccompeteneeoperational eompetenceandepisodiceompetenee . inordertofindouttheachievementsandproblemsinchina5currentforeign languageteachingandlearningchapterfoureatriesoutasoeioculturaltestand astructuredinierview.thesubjectsofsoeioculturaltestarel35englishmajors randomlyehosenfromthreeuniversitiesinshandongprovineeand15ofthem areinterviewed. thedataoftheresultsofsocioeulturaltestarecolleetedintablesand analyzedsystematieallythroughdataanalysisthefollowingeonelusionsare drawn:(l)thesubjectssocioeulturalcompetence15muchweakerthantheirlanguageeompetence.(2)thesubjectssocioculturalcompeteneedeveloped unevenly:a.theirsmalleeulturaleompetence15betterthanbigccultural eompetenee;b.theirverbaleommunieativecompetence15betterthannonverbal communieativeeompetencewithanegativecorrelationbetweenthetwo;c. there15significantdiffereneeamongthesubjectsverbaleommunieative eompetencenonverbaleommunieationcompetenceandbigccultural competence. thefindingsofinterviewareclassifiedintotwopartsnndingsinteaching andfindingsinlearning.findingsinteaehingshowtheproblemsthatexistinthe goaleonienimethodandmaterialsofteaehing.findingsinlearningmainly diseusslearnersincorrectattitudesmotivationandcommunicativestrategies whichhavenegativeeffectoninterculturaleommunication.thelastpartofthis chapteranalyzesdifferentcasesofinterculturalmiscommunicationwhich oeeurredduetotheinefficiencyofthecurrentteachingsystemandlearnersown factors basedontheabovefourchapterschapterfivethemostimportantpartof thethesisputsfoardeoneretesuggestionsforthecultivationoficc.the suggestionsaregivenfromfourperspeetivesnamelyprerequisitecontentways andprinciplesofeultivatingicc.todevelopstudenisiccteachersshouldfirst fosterstudentspropermotivationarousetheireulturalawarenessandatthe sametimeelearawaytheirculturalstereotypeandhelpthemappreeiatetheirown culture.theeontentofthecultivationoficcshouldincludepsychologieal cultureeulturalloadedwordspragmaticcompetenceeommunieationstrategies andnonverbaleommunicativecompetenee.asforthewaysofcultivatingicc thethesisputsfoardsevensuggestions:reviseteachingsyllabuschange teacher5roledevelopculturalorientatedeoursesandeorrespondingteaching materialsteacheulturethroughoutthewholeteaehingprocessimprovethe currenttestingsystemmakefulluseofforeignteachersandenrieheraelass aetivities.atlastthecultivationoficcshouldbeearriedoutunderthe vllprineiplesofpraetiealityandorderliness.it15believedthattheapplicationof thesesuggestionswillsolvetheproblemsfoundthroughtheresearehand contributetothedevelopmentofthestudentsinterculturalawarenessandicc. thelastpartofthethesisconeludesthewholethesisandaddressesits limitationsandsuggestionsforfuturereseareh . :c;l-v 11contents acknowledgements1 ii abstract.v contentsix chapterone:introduction 1 . 1importanceofcultivatingicc.1 1 . 1 . 1boomoflnterculturalcommunicat10n1 1 . 1 . 2meetingtheneedofdevelopment.1 1 . 2theoreticaldevelopmentonthecultivationoficc2 1.3statementofproblem3 1 . 4methodofogy3 1 . 5organizationofthethesis3 chaptertwo:theoreticalbasisofcultivatingicc 2 . 0introductlon5 2 . 1c0mmunication5 2 . 1 . 1definitionofcommunication5 2 . 1 . 2characteristicsofc0mrnunication5 2 . 2cuiture7 2 . 2 . 1definitionofculture7 2 . 2 . 2categorizationsofcuiture7 2 . 2 . 3characteristicsofcuiture9 2 . 3languageandcommunication10 2 . 4cuitureandcommunlcation11 2 . 5languageandcuiture122 . 6interculturalcommunication14 2 . 7summary14 chapyerthree:interculturalcommunicative competence(icc):issuesandreflections 3 . 0introduct10n16 3 . 1linguisticcompetence16 3 . 2communicativecompetence17 3 . 2 . 1hymesversion17 3 . 2 . 2canaleandswalnsew18 3 . 2 . 3bachman5schematizatlon19 3 . 2 . 4thedefieieneyofcommunicativecompetence21 3 . 3intercuituralcommunicativecompetence(icc)22 3 . 3 . 1thec0nnotati0nsanddefiniti0noficc22 3 . 3 . 2componentsoficc24 3 . 3 . 2 . 1languagec0mpetence25 3.3.2.2cognitivecompetence25 3 . 3 . 2 . 3activecompetence26 3 . 3 . 2 4operationalcompetence26 3 . 3 . 2 . 5episodiccompetence27 3 . 32 . 6relationalc0mpetence27 3 . 3 . 2 . 7strategiccomp