美国情景喜剧在跨文化交际能力培养中效用研究毕业论文

PAGE本科生毕业论文OntheEffectivenessofAmericanSituationComedyinCultivatingCross-culturalCommunicativeCompetence美国情景喜剧在跨文化交际能力培养中效用研究PAGE27AbstractLanguageisthecarrierofculture,andcultureliesinlanguage.Therearemutualeffectsandpromotionbetweenculturelearningandlanguagelearning.Culturelearningisthefoundationofcultivatingcross-culturalcommunicativecompetence,soweshouldcombineculturelearningwithdevelopinglanguagecompetenceandcross-culturallanguagecompetence.Literaturesummarizationandtheoreticalanalysisareprimarilyadoptedinthethesisontheeffectivenessofsituationcomedyincultivatingcross-culturalcommunicativecompetence.TheauthordiscusseshowtobondcultureteachingandlanguageteachingbyappreciatingthefilmsandTVplaysinclasstoimprovelearners’cross-culturalcommunicativecompetence,andtheauthoranalyzescommonproblemsofEnglishlearnersandcross-culturalcommunicativebarriersandhowtoavoidorevensettletheseproblems.SituationcomediesarepopularwithagreatdealofEnglishloversbecauseofhumorousdialoguesandpureEnglish.Students’pragamaticcompetencecanbeimprovedthroughsituationcomedies’assistanceinEnglishteachingforpromotingtheircross-culturalcommunicativecompetence.【Keywords】situationcomedy;cross-culturalcommunicativecompetence;appreciationoffilmsandTVplays摘要语言是文化的载体，文化蕴含于语言之中。语言学习和文化学习相互影响，相互促进，而培养跨文化交际能力的基础正是文化的学习，所以在文化学习的过程中我们应该把文化学习与语言能力发展和跨文化语言能力发展结合起来。本文主要采用文献回顾法和理论分析法研究情景喜剧对大学生跨文化交际能力的培养的效用，探讨英语影视鉴赏课如何把文化教学与语言教学两者结合来提高学习者的跨文化交际能力，分析当代学生学习英语的普遍问题和跨文化交际的多种障碍以及从影视剧欣赏的角度探讨如何避免甚至解决这些问题。情景喜剧因为非常精彩幽默的对白和地道纯正的英语口语而深受广大英语爱好者的青睐。因此在英语教学中，通过情景喜剧的辅助，可以有效提高学生的语用能力，从而最终使得他们的跨文化交际能力得到提高。【关键词】情景喜剧；跨文化交际能力；影视剧欣赏ContentsTOC\o"1-3"\uAbstract I摘要 IIContentsIIIChapterOneIntroduction 11.1Background 11.2Significance 11.3Structure 2ChapterTwoLiteratureReview 22.1SituationComedy 22.2Cross-culturalCommunication 3ChapterThreeLanguageandCulture 53.1Language 53.2Culture 63.3RelationsbetweenCultureLearningandLanguageLearning 8ChapterFourCross-culturalCommunicativeCompetence 104.1CommunicativeCompetenceandCross-culturalCommunicativeCompetence 104.1.1Communicativecompetence 104.1.2Cross-culturalcommunicativecompetence 114.2Cross-culturalCommunicativeAwareness 124.3Cross-culturalCommunicativeBarriersandCultivation 144.3.1Cross-culturalcommunicativebarriers 144.3.2Cross-culturalcommunicativecultivation 15ChapterFiveImprovingCross-culturalCommunicativeCompetenceinSituationComedy 165.1CommonProblemsofEnglishLearning 165.2AppreciationofFilmsandTVPlaysinCultivatingCross-culturalCommunicativeCompetence 185.3ApplicationofSituationComedyinClass 20ChapterSixConclusion 22References 24Acknowledgements 25OntheEffectivenessofAmericanSituationComedyinCultivatingCross-culturalCommunicativeCompetenceChapterOneIntroduction1.1BackgroundThecommunicationsbetweenpeoplefromdifferentsocialculturesandregionshavebeenmoreandmorefrequentowningtotheglobalization.Communicatingincrosscultureisanobviousfeatureoftheglobalizingworldwheretheneedsforinternationaltalentswithspecializedknowledgeandgoodcross-culturalcommunicativecompetenceareveryurgent.Fiercerculturaldiversityandtheconflictbetweenthosecultureshavebeenconfrontingamongcontemporarycollegestudents.Thosequestionshowtobuildcross-culturalcommunicators’qualitysystemandhowtocultivateinternationaltalentswhocanadapttotheirnationaldevelopmentareimportantissuestobeurgentlysolvedforhighereducation.Itisimportantanddifficultforuniversitypersonneltrainerstoprovidethecountrywithglobaltalentswhopossessspecializedknowledgeandinterculturalcommunicativecompetenceanddirectlyparticipateininternationalexchangesandcompetitions,andmeetnewrequirementsfortalentedpersonproposedbyinternationalcommunity.Withmoreemphasisputonbothlanguageteachingandcultureteaching,thereareanincreasingnumberofinsiderswhodonotsimplythinklanguageteachingasimpartinglanguageknowledgebutcombinelanguagecompetencetogetherwithcross-culturalcommunicativecompetencefordevelopingstudents’competencetoflexiblyuseculturalknowledgeincross-culturalcommunicativesituations.1.2SignificanceFilmsarefromlifeandcanreflectthenationalcultureandcontributegreatlytounderstandingthetargetlanguageculturebetter.Consequentlyappreciatingfilmswouldbeonekeychanneltoinputcultureandexportculture.Originalmovieseriescanmakeclassatmosphereeasy,andcollegeEnglishteachersshouldmakefulluseofthemediatobooststudents’learningenthusiasmandexpandtheunderstandingofwesternculture,whichistoimprovestudents’cross-culturalcommunicativecompetence.Plotsinsitcomsareveryamusingandinteresting.Inaddition,theirlinesarelargelyclassicandhumorous.Teachingwithsituationcomediescaneasestudents’anxiety,whichnotonlybuildsacomfortablestudyingenvironment,arousinglearningpassion,butalsocreatesanoccasionallaughsothatstudentsfallintoinitiativeandactivestudyinghabitssoastomeettheultimategoaltoimprovelearners’interculturalcommunicativecompetence.1.3StructureThethesisconsistsofsixchapters.Thefirstchapterisintroduction,includingbackgroundandsignificanceandstructureofthethesis.Thesecondchapterisliteraturereview.Thethirdchapterintroduceslanguageandcultureandtherelationsbetweenlanguagelearningandculturelearning.Thenthefourthpartindicatesbrieflycommunicativecompetence,cross-culturalcommunicativecompetence,cross-culturalcommunicativeawarenessandcross-culturalcommunicativebarriersandcultivation.Thefifthchapterdiscussestheimprovementofcross-culturalcommunicativecompetenceinsituationcomedy,anditreferstothreepartsasfollows:commonproblemsofEnglishlearning,appreciationoffilmsandTVplaysincultivatingcross-culturalcommunicativecompetenceandapplicationofsituationcomedyinclass.Finally,thesixchapteristheconclusionofthethesis.ChapterTwoLiteratureReview2.1SituationComedySituationcomedy,alsocalledsitcoms,isonetypeofcomedyfeaturingfeaturesthatsharesthefixedcommonsetting,likeonecoffeeshoporanapartmentorahouse,withnowandthenjokesasonekindofdialogue(苏莉杰，2012).Althoughthistypeofprogramshasrootsinradio,nowsituationcomediescanonlybefoundontelevisiontoagreatextent.Morespecifically,sitcoms,involvingafixedcastofactorsinonesuccessionofepisodes,areeitherradiosetortelevisionseriesofcomedies.Besides,frequentlyallthesecharactersaredramaticallyvariousformsgatheredtogetherbysituationsaswellassharingthesamesurroundingssuchasahomeoraparticularapartment.Usuallysituationcomediesareinlengthhalfanhour,wheretheplotisdesignedtocovertotalingtwenty-twominutesindurationandadditionaleightminutesforanothercommercialuse.Furthermore,insitcomsthestoryiseitheremployingplottedapplauseortapinginadvanceofastudioaudience,whichisnotedbyverbalargumentsandquicklysettledconflicts.WilliamAsherhasbeenknownasagreatpersonwhoinventsthesituationcomedy,inadditionwhohasguideddozensofthemajorsitcomsinAmerica.Invariousperiods,Americansituationcomediesshowdiscriminatingcharactersfrom1950stonowinthemiddleoftheirdevelopingprocess.Inthenineteenfiftiesfamilycomediesandworkplacecomediesweretwogenresofinitialsitcoms.Morefantasticcomponentswereaddedintoliveactionsituationcomediesbysitcomsinventortillthemiddleofthe1960s.What’smore,beforenineteensixtiesAmericansitcomswerenotfilmedinfrontoftheliveaudiencesbutpost-producedaprerecordedlaughter.Situationcomediesgetdowntoaddressingalargeamountofcontroversialissuesintheinitial1970saswellasmostlygobacktothethree-camerasysteminfrontofliveaudience.AsforAmericansitcomsinthe1980s,plentifulAmericansituationcomedieslikeGrowingPainsreturnedtofamily;theirmaintopicsareaboutparentsandchildren,neverthelesstherewerefewpoliticalissuesinvolvedinthesitcoms.Tillthemiddleofthe1990songoingplotlineswereappliedinsomesituationcomedies.Friends,awell-knownsitcom,applyanelementofsoapopera,forexample,thecast’srelationsarebuiltlittlebylittleovertheprocessoftheallstories.2.2Cross-culturalCommunicationCross-culturalcommunicationstudiesthewaythatpeoplefromaroundtheworldandvaryingintheirculturalenvironmentorbackgroundsexchangeandcommunicateeachotherproperly,inadditiontohowtheystrivetocompleteitinterculturalcommunicationwell(胡文仲，1999).Diversecultureswillinevitablyconfrontandthenconflict,finallycombinewitheachotherwiththeworldglobalization,peculiarlythegrowingofworldcommerce.Itisnotonlylanguageobstaclesbutalsoculturalfeatureswillaffecttheprocessofcommunicationamongpeopleindifferentareas.Asiswell-known,EdwardHallinhisSilentLanguage(1959)firstmentionscross-culturalcommunication.Inthe1960s,theintellectualsincommunicationconceptualizedcross-culturalcommunication.Agreatdealofpublishedworksreflectsaquickprogressinthefieldduringthe1970s.Beingintegratedwastherightdirectionofitsdevelopmentduringthe1980s.Theninetieswitnessedgreatimportancetovariationofways.Andgreateffortstorightcolonialandhistoricalmisbalancesarewitnessedbythe1990s.Manycross-culturalcommunicationbasictheoreticalmodelsarecomeupwithinthelateoftwentiethcentury.Sowhatandwhencanbedefinedascross-culturalcommunicationafterall?Generallyspeaking,itisinterculturalcommunicationthatissuchcommunicationamongdifferentpersonscomingfromvariousnationsaswellashavingdiverseculturalbackgrounds(Kim,2001).What’smore,alotofprofessorsconfineittofacetofaceinteractionandcommunication.Thereisanotherdefinitionofcross-culturalcommunicationthatthecommunicationbetweenhumanbeingswithdistinctculturalconceptionsanddifferentculturalsymbolsiscross-culturalcommunication(Samovaretal,2000).Andcross-racialcommunication,cross-culturalcommunicationandcross-ethniccommunicationare3variousmodesofcross-culturalcommunication.Cross-culturalcommunicationinvolvesextensivefieldssuchascommunication,cultureandhumanities,inadditiontolinguisticssandsemilogyandmanyothers,whichisbasedonmanyrelatedsubjects’results.Cross-culturalcommunicatingcanbemadeinlotsofsituations;generallyitcanbedividedinto2kindsnamelyverbalcommunicationandnonverbalcommunication(贾玉新，1997:12).Boomingscienceandtechnologyandadvancedcommunicationandtransportationbothgreatlyshortenthedistancebetweenthosepeoplehavingrespectivelydifferentsocialandculturalcharacteristics,buttheirestrangementonthepsychologicalisnoteasilyremoved.Peoplefromdifferentareashavetroubleincommunicatingbecauseofculturaldiversity,whichusuallyresultinculturalmisreadingandculturalconflict.Effectivecommunicationstrategiesshouldbechosenaccordingtovarioustargetstolessenorevenavoidcommunicationfailure.ChapterThreeLanguageandCulture3.1LanguageWiththeprogressofthesociety,itisbeyonddoubtthatlanguageisbornattheverymoment;inaddition,languageisoneindispensableelementofhumanlife.Becauseoflanguagewecankeepintouchwithpeoplearoundusandcomeincontactwiththem.What’smore,wecanalsothroughlanguagemakeourthoughtsandexperiencesharedbyourfriendsandrelativesoranyothers.Thesentencewitnessesitssignificantroleabsolutelythatlanguageworksasthemunimentroomofhistory.Wecanconcludebytheverysentencethatonlywecanuselanguagethatisalsoanuniquecharacteristicownedbyhumanbeings.Thereareseveraldifferentmeanings,themostfrequentlyappliedandmentioned,oftheparticularword“language”asfollows:(1)allwaystoexchangeorcommunicateorexpressinformationandthoughts;(2)thespecialsystemforthesigns,symbols,regulationsandsoonfortransmittingandsendingrelatedinformation;(3)thecompetencetocommunicateviathetool;(4)asetofallvocalsoundsandtheircombinationsorunionsofthesesoundswheresenseisappliedandusedtoexpressandcommunicatefeelingsandexperience(Hall,1959).Inaccordancewiththesevariousmethodsoflanguageresearch,thereareseveraldiverseandtypicaldefinitionsoflanguage.Oneofthemisthatlanguagecanbelookedasastructureorasystemofthesesignsanddifferentmeaningscanbeproducedbythesecombinedsigns,besides,differentcombinationscanproducedifferentanduniquemeanings(Saussure,1916).Chomsky(1959)holdsaopinionthatlanguageisasystemofsentences,witheachfinitelengthaswellasconstructedfromafiniteelements’setthatfocusesonlanguage’scharacteristicsinpurestructure.Andpracticaleffectsoflanguagearealsoattachedgreatimportanceintocommunicativesurroundings.Bloomfield(1935)considerslanguageastheinteractionbetweenstimulusandreaction.Theformula,S→r…s→R,summarieshisopinionthatmeansonepeoplecanhavereaction(R)whileanotherpeopledothestimulus(S).Itisputforwardbysociologiststhatlanguageisconsideredassocialbehaviorwithitsparticularsocialfunction,beingonewaytocommunicateandidentifysocialorganizationsorgroups.Althoughtherearemanydefinitionsoflanguage,wecanfindtheircommontraitsinaccordancewiththesedefinitions,namelylanguageisafullsetofarbitrarysignsorsymbolswiththeviewofverbalandnon-verbalcommunicationwithmanyothers.3.2CultureCultureisavarious,all-inclusiveandubiquitoussocialphenomenonandwecanfinditalmostanytimeaswellasanywhere(XueJiao，2011).Ourwaysofadaptingandlearningmores,customsandlanguageandhabitscanbegreatlyinfluencedbyvariouscultures.Inaddition,ourthinkingway,actingwayandcommunicatingwayallcanbeshapedbyculturetoo.Sincecultureissoall-pervasivethatweshouldshowgreatattentiontoitspowerfulinfluence.Thenumberofdefinitionsforcultureisuptohundreds,andtobemoreaccuratetherearemorethanonehundredandsixty-fourdefinitionsofculturefoundintheanthropologyliteratureintheyearof1952.Afterthatvariousdefinitionshavearisen.Definingcultureisdifficultforcultureissomultidimensionalandall-pervasive.Thesedefinitionsofculturethatcontainorrefertotherelationsbetweencultureandcommunicationareonlystatedinthethesis.Almostallhumanactivitiescontainvariousformsofcultureandcultureisdefinedasacomprehensivesystemintermsofacquiredbehaviormodelsthataretypicalcharacteristicsofmembersofsocietyaswellasthataren’ttheoutcomeofhumangeneticinheritance.Whenitcomestothedefinition,itmeansthatcultureisn’topposedinstinctivelyandpredeterminedbygene.Weshareourfaithsandbeliefs,habitsandcustoms,inadditiontoourrespectivelifevaluesinthesystemofculturethatcanalwaysbelearntthroughsuccessivegenerations;duetogoodunderstandingofdifferentculturespeopleknowhowtheycancommunicatewellandgetalongwell.Fromtheabove,thekeycharacteristicsofculturecanbeeasilysummarizedandthesecharacteristicsarehelpfultohowpeoplemanagetohavebetterunderstandingaboutcultureitselftogetherwiththerelationshipbetweencultureandlanguage.Cultureistransmittedandspreadbyhumanlearning,anditmeansthatpeoplecanonlylearncultureotherthaninheritit.Anumberofscientistsincultureandcommunication,includinghomeandabroad,allbelievethatpeopleacquiretheknowledgeconcerningculturethroughlearningtheexperienceofothersandtheirsurroundings;andcultureisdefinitelynotinbornbutactuallylearned.Membersinacertainculturewillpaymuchattentiontotheirbehavioralmodelsandpatternsofthinkingwhentheyareaccustomedandinternalized.However,notinphysicalcategoriesbutinmentalcategoriesculturelearnedbyothersisfoundmostly,andonlywhenpeopleconfrontchallengedanddifferenteventstheycanbethoughtback.Justasthereareseveralpersonsandtheyownrespectiveculturalbackgroundsandrepresenttheiruniquetypeofculturewhereastheycommunicateeachothernotinisolationbutwithsomeconnections.Atthesametime,everyonecanlearnvariousculturesduringhisorherlifeifyoudesiretolearnthesediversecultures.Andonecanbetterunderstandculturesunlikeyoursonlyifyousucceedindealingwiththeconnectionbetweenthetwo.Cultureisnotstillbutquitedynamicandverychangeable.ThreetheoriesarediscussedasforchangesofculturebySammyB.Samovar,ThomasF.Jamison(2000)intheirworkCommunicationbetweenCultures.Theyallareinnovative,acculturativeanddiffused,butasforanalyzingchangesinculture,itshouldberealizedthatwhileplentifulaspectsofculturesareindeedsubjecttoshiftandchange,thesestructuresinculturethataredeep-rootedinthecountry’sthoughtsandideologiesarenoteasilychangedlikelifevalue,moralvaluesandethicalvalues,togetherwithviewofworkandperspectivesontheworldandsoon.Inaddition,cultureisaconceptofcommunitiesaswellasissharedbymembersofthesociety.Peoplecansharetheirrespectiveideas,thoughts,valuesandvariousregulations,togetherwithmanystandardsaboutbehavioralpatternsintheentiresociety.Thespecificdenominatorenablesbehaviorsofpeopleintelligibleandaccessibletoothers.Itisforsharingcommonculturethatmembersofacertaincommunityareabletomakepredictionandreactioninaccordancewithother’srespectiveactionsincertainparticularsituation(Martin,J.&T.Nakayama,2000:25).Themostdistinctsystemofnotationsorsymbolsisdefinitelylanguageandpeopleincertainculturecanunderstandthesesymbolsinthesameculture.Theapplicationofthesesymbolscandeterminetheformsandmeaningsoftechnology,life,educationandmanyotherfieldsoffaithandknowledge,inadditiontothecapacityforlearningandmanipulatingthem.Numerousandvariousformscanbeproducedbytheuseofsymbolsincertainculture.Theestablishmentofhumanculturesisbasedonthesymbolsoflanguage,whichmeansthatitisthelanguagethatisexactlythemostpowerfulsymbolofculture.Therelationshipbetweenthetwocanbeobviouslyreflectedbytheseculture’scharacteristicsthatarementionedinthethesis.Languagecanexpressandconveycultureverywell,atthesametimeculturecanbeasthecontentoflanguage.Therefore,ifpeoplewanttolearnandmasteranotherlanguagewell,theyshouldlearnlanguageitselfaswellasculturewhichthelanguagerelieson.3.3RelationsbetweenCultureLearningandLanguageLearningKnowledgeintwolevelsisinvolvedintheprocessoflearninglanguageeffectively.Foronething,knowledgeinsystemiclevel,forformingitsstructuralcharacteristicsundersomelanguage,islearnedonanativelanguageconditionorincertainforeignlanguageenvironment;foranother,knowledgeinschematiclevelinordertoinputculturalandsocialcharacteristics,atthemeantimepeoplecanonlyacquiretheknowledgeinacertainsocialsituationinwhichkidsareabletolearnthewaytoassociatethenaturallanguagewithpropertiesorcharacteristicsofaculture(LiuLiying，2001).What’smore,variousculturalenvironmentcanpromotetomakechoicesinmanyaspectsoflife,whichwillinfluencehumanfeelingsaboutthesocietyinperceptionandlinguisticallydeterminehowtoexpressourselves.Soitissafetoconcludethatessentialandindispensablerelationscanexpressorindicatetherelationshipbetweenculturelearningandlanguagelearning.Anditisalsotrueintermsoftherelationsamonglanguageandculture.Theresearchesoncross-culturalcommunicationaretheveryfoundationoftherelationship,beingessentialandindispensable,betweenculturelearningandlanguagelearning.Furthermore,severalcausesorreasonscanbefoundfromtheconnectionsbetweenthetwo.Thereisnodoubtthatlanguageworkasthecarrierandisanindispensablesectionofthegivenculture,andthegivenlanguagewillbegreatlyeffectedbycultureaswellaslanguagecanreflectculture.Inaddition,thetransmissioninlanguageisthecorepartoftheirrelations,fromthelastgenerationtothenextgenerationcultureandlanguagearebothspread.Sodifferencesarenotveryobviousbetweencomprehendingcultureandunderstandinglanguage;inotherwords,ifoneknowlanguageknowledgeverywell,heorshedoesunderstandculturalknowledgenotverybad.Studyingculturebyregularlanguagecoursewillspeeduptheprogressoflearningthespecificlanguage.Theworldistendtobemoreglobal,digitizedandinternationalized,sowhenstudyingandtraininglanguage,youshouldbulidamoreperfecteducationalidea,becausemoreemphasiswouldbeputonthesestudiesonsocilogyandculture.Educatorshavehadstrongresponsbilityinordertoenablelearnerstoknowdifferencesinculturewell,whichwillbehelpfultodevelopingstudents’cross-culturalcommunicativecompetence.Learningmotiveandempathyshouldbepaidmoreattentionifyouwanttoacquiretheforeignlanguageknowledgesuccessfullyandemployitproperly.Studentswillknowmoreaboutthenativecultureduringtheprocessofstudyinglanguagefortranscendingtheoriginalcultureinadditiontodevelopingamoreimpersonalviewpointabouttheseinvolvedthingswiththepurposeoffightingagainstvariousconventionalimageofculture.Asanexample,manyregularwordssuchas“thanks”or“thankyou”inAmericanculturecan’texactlybeexplainedtothespeaker’sturefeelings;meanwhile,similarwordsorexpressionslike“sorry”and“excuseme”areconsideredtobepowerfulwordswithmagic,andtheyarealsointernalizedduringtheprocessofbeingmoresocial.Theirmostobviouspurposeistobepoliteandcivilized.Onlythosepeoplehavingdifferentculturalbackgroundsallputenoughstressonsharingtheserulesinusinglanguage,cantheyavoidsuchfeelingslikethenatives’discriminationanddishonestyaswellasgivingabadimageofyourownculture.Notonlytheparticularconnectionsbetweenculturelearningandlanguagelearningbutalsothedifficultiesandchallengescanbefoundintheprocessofteachingandlearningcultureinonelanguageschoolroom.Understandingforeigncultureisnoteasybuthighlytoughandtoreschallengeablepondcorrectlytoforeigners;greateffortsaresupposedtobedoneindevelopingthecurriculum,evaluatingtestandtrainingteachers.ChapterFourCross-culturalCommunicativeCompetence4.1CommunicativeCompetenceandCross-culturalCommunicativeCompetence4.1.1CommunicativecompetenceAnAmericanprofessorinlinguisticsmentionedthetermcommunicativecompetenceforthefirsttimethatwasconceptualizedwithhumanpossibleabilityinvolvinginlinguisticknowledgeandcompetenceinordertousethelanguagewell(JiaYuxin，1997).Accordingtotheconcept,fourimportantpartsareequallyimportanttobuildgoodcommunicativecompetence.Theycanbeexpressedwithexcellentgrammar,highfitnessandwellsuitability,togetherwithhighenforcement.Fromwheretheprofessorisstand,ononehand,one’sgrammarskillandlinguisticcapacityshouldbetookintoconsiderationasforbuildingone’scommunicativecompetence;ontheotherhand,thebasicabilitytoevaluateisalsosupposedtobefocusedandvaluedequally.Accordingtothefamoustransformationaltheoryingeneratinggrammar,theparticularhypothesisaboutcommunicativecompetencemakessomekindreformationoflinguisticresearchinmoderntimesemergedtosomeextent.Becauseithasbeenmaintainedforalongtime,what’smore,thestudyvisionofcommunicativecompetencehasbeenopenedwithoutdoubtandthoseresearchesinlinguisticandlanguageteachingallhavebeenstronglyimpacted.Andeducationaloutlinehasinvolvedinthepartofenhancingcommunicativecompetenceinthecountry,inaddition,manyeducatorshaveappliedthetermfrequentlyduringtheirteachingcourse.Therearevariousviewpointsabouttheoriginalmechanismincommunicatingcompetence;somepeoplebelievethatthetermcompetenceencouragedbythegreatChomskystimulatethecommunicativecompetence’sconceptualization;inaddition,othersconsidertheoriginalcommunicativecompetenceasoneunlikeformfromChomskyasfortherelationshipbetweentheconceptofcompetenceandtheconceptofcommunicativecompetence.However,itiseasilyfoundthatcommunicativecompetencereachedonesomelevelordegreeduringtheearly1970s.Asfortherelationshipbetweentheconceptofcompetenceandtheconceptofcommunicativecompetence,itcanbesafelysaidthattherearebothsimilaritiesanddifferencestosomedegreebecauseoftheirdifferentperspectives.4.1.2Cross-culturalcommunicativecompetenceManyscholarsholdthatlanguageisanecessarypartofculture.Ifpeopletrytoavoidtalkingaboutculturewhenteachinglanguage,thenitmeansprocessofteachingsomenonsensicalsymbols.Ifpeopleoverlookthebasicculture,evenskilledlanguagelearnerscouldmisunderstandinformationfromothers,whichwillresulttothefailureofcommunicating.Languagehasanirreplaceablefunctionasatoolforculturelearning;thereisnosuchthinglikethelanguagenotreferringtocultureortheculturenotreferringtolanguage.