本文選題：普通高校交換生 + 跨文化交際��； 參考：《西安工程大學(xué)》2015年碩士論文

【摘要】：在當(dāng)今的全球化時(shí)代,跨文化交際無(wú)論在廣度和深度都在不斷拓展,越來(lái)越多的人們都在提高自己的跨文化交際能力�？缥幕浑H能力指一個(gè)人在不同的文化背景下成功地進(jìn)行交際的能力,它包括認(rèn)知、情感和行為三個(gè)方面。跨文化敏感度是跨文化交際能力中的情感部分,它能夠激發(fā)人們理解、欣賞、和接受不同文化的差異,直接影響著個(gè)體進(jìn)行跨文化交際水平的高低。本研究以陳國(guó)明和Starosta的相關(guān)理論為基礎(chǔ),以三所大學(xué)(西安工程大學(xué)、陜西師范大學(xué)、西北大學(xué))共116名擬出國(guó)學(xué)習(xí)的普通高校交換生為研究對(duì)象,對(duì)其跨文化敏感度進(jìn)行研究。研究采用定量,定性及比較的研究方法,運(yùn)用陳國(guó)明和Starosta研制的跨文化敏感度量表(ISS)對(duì)上述受試對(duì)象進(jìn)行問卷調(diào)查,問卷涉及跨文化敏感度的5個(gè)要素、24個(gè)問題。通過(guò)SPSS17.0軟件,作者對(duì)調(diào)查數(shù)據(jù)從跨文化敏感度五個(gè)要素(文化差異認(rèn)同感、交際參與度、交際愉悅感、交際自信心、交際專注度)進(jìn)行詳細(xì)分析。同時(shí),對(duì)10名擬出國(guó)普通高校交換生和10名正在國(guó)外學(xué)習(xí)的交換生進(jìn)行訪談,對(duì)比他們跨文化敏感度的差異性。研究結(jié)果表明擬出國(guó)的普通高校交換生的跨文化敏感度為中等水平。在跨文化敏感度五個(gè)要素上,交換生的交際參與度分值最高,而交際愉悅感分值最低,即交際愉悅感是影響交換生跨文化敏感度的主要因素。造成普通高校交換生跨文化敏感度不高的主要原因有刻板印象、民族中心主義、缺乏文化知識(shí)、缺乏自我意識(shí)及文化意識(shí)、缺乏自信。在此基礎(chǔ)上,作者為普通高校交換生如何提高跨文化敏感度從而在跨文化交際中能夠順利和他人進(jìn)行跨文化交際提供了可行建議。這項(xiàng)研究對(duì)普通高校英語(yǔ)教師跨文化教學(xué)、普通高校大學(xué)生提高跨文化能力也具有積極意義。
[Abstract]:In the era of globalization, cross-cultural communication is expanding in both scope and depth, and more people are improving their cross-cultural communicative competence. Intercultural communicative competence refers to a person's ability to communicate successfully in different cultural backgrounds. It includes three aspects: cognition, emotion and behavior. Cross-cultural sensitivity is an emotional part of intercultural communication competence, which can stimulate people to understand, appreciate and accept the differences of different cultures, and directly affect the level of individual intercultural communication. This study is based on the theories of Chen Guoming and Starosta, and takes three universities (Xi'an University of Engineering, Shaanxi normal University, Northwest University) as the research objects. The cross-cultural sensitivity was studied. Using quantitative, qualitative and comparative methods, the cross-cultural sensitivity scale developed by Chen Guoming and Starosta was used to investigate the above subjects. The questionnaire involved 5 elements and 24 questions of cross-cultural sensitivity. By using SPSS17.0 software, the author makes a detailed analysis of the five factors of cross-cultural sensitivity (cultural difference identity, communicative participation, communicative pleasure, communicative self-confidence and communicative focus). At the same time, 10 foreign exchange students and 10 foreign exchange students were interviewed to compare their cross-cultural sensitivity. The results show that the cross-cultural sensitivity of college exchange students who intend to go abroad is medium. Among the five factors of cross-cultural sensitivity, exchange students have the highest score of communicative participation and the lowest score of communicative pleasure, that is, communicative pleasure is the main factor affecting cross-cultural sensitivity of exchange students. The main reasons for the low cross-cultural sensitivity of exchange students in colleges and universities are stereotype, ethnocentrism, lack of cultural knowledge, lack of self-awareness and cultural consciousness, and lack of self-confidence. On this basis, the author provides some feasible suggestions on how to improve the cross-cultural sensitivity of exchange students in colleges and universities so as to be able to successfully communicate with others in cross-cultural communication. This study is of great significance to English teachers' cross-cultural teaching and to the improvement of cross-cultural competence of college students.
【學(xué)位授予單位】：西安工程大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G125

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